Abstract
This chapter explores task design in Dynamic and Interactive Mathematics Learning Environments. Teacher knowledge and pedagogical digital tool are discussed under the ideas of Mathematics Digital Task Design Knowledge and Mathematical Digital Boundary Object. Leung’s (ZDM-The International Journal on Mathematics Education, 43, 325–336, 2011) techno-pedagogic task design is revisited and refined with respect to these two ideas. A GeoGebra applet on exploring the meaning of convergent sequence is used to illustrated features of techno-pedagogic task design.
Suppose every instrument could by command or by anticipation of need execute its function on its own; suppose (like the carvings of Daedalus or the figurines of Hephaestus which, the poet says, could take on a life of their own) that spindles could weave of their own accord, and plectra strike the strings of zithers by themselves; then craftsmen would have no need of hand-work, and masters have no need of slaves
—Aristotle
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Leung, A. (2017). Exploring Techno-Pedagogic Task Design in the Mathematics Classroom. In: Leung, A., Baccaglini-Frank, A. (eds) Digital Technologies in Designing Mathematics Education Tasks. Mathematics Education in the Digital Era, vol 8. Springer, Cham. https://doi.org/10.1007/978-3-319-43423-0_1
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DOI: https://doi.org/10.1007/978-3-319-43423-0_1
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