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

21 Citations (Scopus)


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
Number of pages35
ISBN (Electronic)9783319096292
ISBN (Print)9783319096285, 9783319363905
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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