Conclusion

Abstract

In the Task Types in Mathematics Learning Project and in this book, we sought to describe how different kinds of tasks contribute respectively to mathematics learning:

• The features of successful exemplars of different types of tasks

• Constraints teachers might experience when using tasks

• Associated teacher actions that can best support students’ learning

We developed a strong professional relationship with a small number of committed teachers who helped us to explore these important aspects of teaching and learning mathematics. In this chapter, we draw together the key findings from our work on mathematics tasks, as presented in this book. In summary, it seems that the choice and use of tasks are central to effective mathematics teaching and that the potential of the learning is connected to characteristics of the task. Some of the key characteristics of tasks that we recommend are that they

• Engage students in doing important mathematics, fostering meaning making, understanding, and connections to other aspects of mathematics

• Are challenging for most of the class, with the pathway to the solution not being obvious to the students

• Require students to think, make decisions, and communicate with each other

• Prompt thinking and reflection; and use contexts or situations with which the students are familiar and which they see as potentially useful for them or connected to their lives