Abstract
This chapter presents a personal view about the design process, arguing for the focus to be on students’ learning and for ‘slow design’ that arises from knowledge of mathematics, the environment, teaching, classrooms, and children. It challenges the academisation of the design process, and the nature and direction of research about task design, and offers practical advice for new designers. The chapter is illustrated with many examples from work undertaken at the Freudenthal Institute.
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de Lange, J. (2015). There Is, Probably, No Need for This Presentation. In: Watson, A., Ohtani, M. (eds) Task Design In Mathematics Education. New ICMI Study Series. Springer, Cham. https://doi.org/10.1007/978-3-319-09629-2_10
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