ERIC Number: EJ1390741
Record Type: Journal
Publication Date: 2023
Pages: 16
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-2087-8885
EISSN: EISSN-2407-0610
Toward a Theoretical Framework for Task Design in Mathematics Education
Journal on Mathematics Education, v14 n2 p189-204 2023
Task design is an important element of effective mathematics teaching and learning. Past research in mathematics education has investigated task design in mathematics education from different perspectives (e.g., cognitive and cultural) and offered a number of (theoretical) frameworks and sets of principles. In this study, through a narrative research in the form of autoethnography, I reflected on my past teaching and research experience and proposed a (theoretical) framework for task design in mathematics education. It contains four main principles: (a) inclusion, (b) cognitive demand, (c) affective and social aspects of learning mathematics, and (d) theoretical perspective(s) toward learning mathematics. This framework could be used as a tool for critically reflecting on current practices in terms of task design in teaching mathematics and research in mathematics education. It may also contribute to ongoing research in mathematics education about task design and enable or enhance opportunities for dialogue between lecturers, teachers, and researchers about how to design rich mathematical tasks for teaching and research purposes.
Descriptors: Guidelines, Instructional Design, Ethnography, Teaching Methods, Mathematics Instruction, Mathematics Education, Learning Processes, Inclusion, Cognitive Ability, Social Influences, Affective Behavior, Educational Research, Task Analysis, Culturally Relevant Education, Prior Learning, Thinking Skills, Mathematics Teachers, Cognitive Processes, Inquiry
Indonesian Mathematical Society. Jl. Padang Selasa 524, Palembang, South Sumatra 30139, Indonesia. Tel: +618-127-106777; Fax: +627-113-20310; Web site: http://jme.ejournal.unsri.ac.id/index.php/jme
Publication Type: Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A