Three tasks related to the concept of volume that are suitable for workshops designed for inservice and preservice primary school teachers are described; in some cases, they are useful for secondary school teachers as well. The tasks have been selected in order to serve as a means to confront specific common errors and misconceptions related to the concept of volume reported in the research literature on mathematics education, and to support teachers in a process of rethinking about their knowledge of this concept. For each one of the tasks an explanation of why it was selected is included and the difficulties that can be brought to discussion and the competencies that can be developed when carrying them out are described. The way to perform the tasks is illustrated and their objectives are mentioned. Variants and possible modifications of the tasks are included. The results of the experiences applying the tasks are presented and what was observed during those applications is discussed, so there is a foresight and a point of comparison for those who wish to use them in the future.
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Sáiz, M., Figueras, O. (2009). A Research-Based Workshop Design for Volume Tasks. In: Clarke, B., Grevholm, B., Millman, R. (eds) Tasks in Primary Mathematics Teacher Education. Mathematics Teacher Education, vol 4. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09669-8_11
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