NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1094170
Record Type: Journal
Publication Date: 2016-Apr
Pages: 20
Abstractor: As Provided
ISSN: ISSN-1386-4416
Task Design for Ways of Working: Making Distinctions in Teaching and Learning Mathematics
Coles, Alf; Brown, Laurinda
Journal of Mathematics Teacher Education, v19 n2-3 p149-168 Apr 2016
A problem identified in the literature around task design is the persistence of a gap between teacher intention and student activity. We show how principles designed around the making of distinctions and having an explicit language of mathematical thinking can eliminate the "gap" by guiding teacher planning, teacher actions in the classroom and student activity in the classroom. We show how our task design principles have developed during the time of our collaboration, over a period of 20 years, across several research projects. We argue for the importance, in task design, of an explicit theory of change and an explicit image of mathematical thinking, where the theory of change is applicable to researchers, teachers and students.
Springer. 233 Spring Street, New York, NY 10013. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-348-4505; e-mail:; Web site:
Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A