Abstract
This chapter begins with a brief historical perspective on the emergence of task design as a research focus within mathematics education that has its own organized community of researchers. It then highlights key points raised in Chaps. 2, 3, and 4, comparing and contrasting issues and principles from various frameworks of task design in Chap. 2 to issues of use by teachers in Chap. 3 to the ultimate agency of users in Chap. 4. The chapter concludes with a discussion of the potential for modular design tools to encourage further inquiry and research into task design.
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Notes
- 1.
The next use of “task design” in Educational Studies in Mathematics occurred in 2001, and over 20 articles employed the term during the subsequent decade. By comparison, the earliest use of “task design” in the Journal for Research in Mathematics Education occurred in 1983, with only one further use before 2000.
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Ruthven, K. (2015). Taking Design to Task: A Critical Appreciation. 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_11
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