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Task Design In Mathematics Education

an ICMI study 22

  • Anne Watson
  • Minoru Ohtani

Part of the New ICMI Study Series book series (NISS)

Table of contents

  1. Front Matter
    Pages i-xviii
  2. Introduction

  3. Theme Group Chapters

    1. Front Matter
      Pages 17-17
    2. Carolyn Kieran, Michiel Doorman, Minoru Ohtani
      Pages 19-81
    3. Peter Sullivan, Libby Knott, Yudong Yang
      Pages 83-114
    4. Janet Ainley, Claire Margolinas
      Pages 115-141
    5. Anne Watson, Denisse R. Thompson
      Pages 143-190
    6. Allen Leung, Janete Bolite-Frant
      Pages 191-225
  4. Plenary Presentations

  5. Commentaries

    1. Front Matter
      Pages 309-309
    2. Kenneth Ruthven
      Pages 311-320
    3. Michèle Artigue
      Pages 321-335
  6. Back Matter
    Pages 337-339

About this book

Introduction

This book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of-the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and of the interfaces between the teaching, researching and designing roles – recognising that these might be undertaken by the same person or by completely separate teams. Tasks generate the activity through which learners meet mathematical concepts, ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

Keywords

Anthropological theory of didactics in mathematics Digital technology in mathematics Mathematics task design Mathematics textbook design Mathematics textbook tasks Variation theory mathematics

Editors and affiliations

  • Anne Watson
    • 1
  • Minoru Ohtani
    • 2
  1. 1.Department of EducationUniversity of OxfordOxfordUnited Kingdom
  2. 2.School of EducationKanazawa UniversityKanazawaJapan

Bibliographic information

  • DOI https://doi.org/10.1007/978-3-319-09629-2
  • Copyright Information Springer International Publishing Switzerland 2015
  • Publisher Name Springer, Cham
  • eBook Packages Humanities, Social Sciences and Law
  • Print ISBN 978-3-319-09628-5
  • Online ISBN 978-3-319-09629-2
  • Series Print ISSN 1387-6872
  • Series Online ISSN 2215-1745
  • Buy this book on publisher's site