@inbook{f94803b243d0496d9ee5e35d41d453b3,
title = "Designing Mathematics Tasks: The Role of Tools",
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.",
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",
author = "LEUNG, {Allen Y L} and Janete Bolite-Frant",
note = "Publisher Copyright: {\textcopyright} Springer International Publishing Switzerland 2015. Copyright: Copyright 2019 Elsevier B.V., All rights reserved.",
year = "2015",
doi = "10.1007/978-3-319-09629-2_6",
language = "English",
isbn = "9783319096285",
series = "New ICMI Study Series",
publisher = "Springer, Cham",
pages = "191--225",
editor = "Anne Watson and Minoru Ohtani",
booktitle = "Task Design In Mathematics Education",
edition = "1st",
}