Journal of Mathematics Teacher Education

, Volume 10, Issue 4–6, pp 205–215 | Cite as

Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education

  • Anne Watson
  • John Mason

Taken as shared

The call for outline papers to be considered for inclusion in this special issue elicited 111 offers. This presented a formidable problem for the three editors, ourselves and Orit Zaslavsky who contributes the final paper in this collection. During our reading of the submissions we identified many aspects of working on mathematical tasks with teachers which seem to be common and which were frequently referred to in the literature.

In the interests of offering a special issue which gives an up-to-date description of the field, and which moves forward from currently shared practices, we summarise these aspects here in an introductory paper rather than include them in individual papers as if they are somehow novel. In this paper we shall describe elements of the design and use of mathematics-related tasks1 with teachers, whether in a pre-service or in-service structure, which appear to be taken as shared. We do not claim that everyone conforms with, or agrees with...


Teacher Education Pedagogic Content Knowledge Teacher Education Programme Mathematical Thinking Lesson Study 
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Copyright information

© Springer Science+Business Media B.V. 2007

Authors and Affiliations

  1. 1.Department of EducationOxford UniversityOxfordUK
  2. 2.Open UniversityMilton KeynesUK

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