Sebastian Kuntze|Einav Aizikovitsh-Udi|David Clarke
Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking
Ludwigsburg University of Education|Weizmann Institute of Science|University of Melbourne
stimulating thinking related mathematical content focus many tasks mathematics classroom beyond contentrelated thinking promoting forms higher order thinking among goals mathematics instruction well socalled hybrid tasks focus combining goals aim fostering mathematical thinking higher order thinking mathematical activitiesan aim requires empirical examination empirically valid hybrid task design evidence required nature interrelatedness contentrelated higher order thinking article choose example statistical thinking critical thinking exploring interrelatedness different modes thinking solving hybrid tasks even theories statistical thinking critical thinking far followed almost separate strands commonalities theoretical level facilitate hybrid task design report empirical study bottomup analysis thinkingaloud interviews adult learners around solution processes hybrid tasks affords insight modes thinking may interact solving tasks results show tasks evoke statistical thinking critical thinking modes thinking entered interplay observed instances mutual support modes thinking also cases strong focus statistical thinking critical thinking appeared impede mode thinking respectively findings inform development hybrid tasks based observations task format enriched specific reflective stimuli intended support fruitful interplay statistical thinking critical thinking