Educational Studies in Mathematics

, Volume 103, Issue 1, pp 103–108 | Cite as

Book Review: Digital technologies in designing mathematics education tasks: Potential and pitfalls. Allen Leung and Anna Baccaglini-Frank (Eds.): (2017)

Cham, Switzerland: Springer. Hardcover: ISBN 978-3-319-43421-6 ($149.99). Softcover: ISBN 978-3-319-82820-6 ($149.99). eBook: ISBN 978-3-319-43423-0 ($109.00). doi: 10.1007/978-3-319-43423-0_1
  • Kathryn M. RichEmail author

Three decades after the release of NCTM’s Curriculum and Evaluation Standards for School Mathematics, mathematics educators are still exploring how the student-centered, reasoning-focused instruction espoused in the Standards can best be set up and enacted in classrooms. A key influence on the nature of the instruction in classrooms is the tasks posed to students. It is difficult, if not impossible, to facilitate student sensemaking if the tasks students complete give them little to make sense of. This explains why, in the 1990s and 2000s, explorations of mathematics task design began gaining popularity.

More recently, the rapid development and increasing use of educational technology in K-12 classrooms has raised many questions about the technological dimensions of mathematics task design. For example, what affordances do digital learning environments and tools offer task design that strictly physical or print-based environments do not? How can technology help to shift the focus of...


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© Springer Nature B.V. 2019

Authors and Affiliations

  1. 1.Michigan State UniversityEast LansingUSA

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