Designing Mathematics Tasks: The Role of Tools

Allen Y L Leung*, Janete Bolite-Frant

*Corresponding author for this work

    Research output: Chapter in book/report/conference proceedingChapterpeer-review

    24 Citations (Scopus)

    Abstract

    This chapter concerns designing teaching/learning tasks that involve the use of tools in the mathematics classroom and consequently how, under such design, tools can mediate the representations and discourses of mathematical knowledge. The authors focus particularly on digital tools and how task design can be used to transform an artifact into a pedagogical instrument. Design considerations and heuristics are discussed to explore possible research directions in tool-based task design. In particular, the chapter exemplifies heuristics or principles (theoretical or pragmatic) for tool-based task design that are conducive to teaching and learning of mathematics, including epistemological, mathematical, representational, and pedagogical considerations of tool-based task design.

    Original languageEnglish
    Title of host publicationTask Design In Mathematics Education
    Subtitle of host publicationan ICMI study 22
    EditorsAnne Watson, Minoru Ohtani
    PublisherSpringer Cham
    Pages191-225
    Number of pages35
    Edition1st
    ISBN (Electronic)9783319096292
    ISBN (Print)9783319096285, 9783319363905
    DOIs
    Publication statusPublished - 2015

    Publication series

    NameNew ICMI Study Series
    ISSN (Print)1387-6872
    ISSN (Electronic)2215-1745

    Scopus Subject Areas

    • Mathematics (miscellaneous)
    • Education

    User-Defined Keywords

    • Discourses
    • Discrepancy potential
    • Embodied theory
    • Instrumental genesis
    • Multiple representations
    • Pragmatic and epistemic values
    • Strategic feedback
    • Tool of semiotic mediation
    • Tool-based task design
    • Utilization scheme for tools

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