Designing mathematics tasks: The role of tools

Allen Y L LEUNG; Janete Bolite-Frant

doi:10.1007/978-3-319-09629-2_6

Designing mathematics tasks: The role of tools

Allen Y L LEUNG^*, Janete Bolite-Frant

^*Corresponding author for this work

Department of Education Studies

Research output: Chapter in book/report/conference proceeding › Chapter › peer-review

14 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 language	English
Title of host publication	New ICMI Study Series
Publisher	Springer
Pages	191-225
Number of pages	35
DOIs	https://doi.org/10.1007/978-3-319-09629-2_6
Publication status	Published - 2015

Publication series

Name	New 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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10.1007/978-3-319-09629-2_6

Cite this

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Designing mathematics tasks: The role of tools

Abstract

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Scopus Subject Areas

User-Defined Keywords

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