Abstract
This chapter summarises some research results and scholarly commentary that emphasise the importance of mathematical tasks, and the ways they contribute to learning, the role of teacher knowledge in the effective use of tasks, the ways that teacher beliefs and attitudes influence the use of tasks, the nature of the constraints that teachers can anticipate, and the ways that each of these influence the teacher intentions. Particular recommendations about task creation, selection, and use are presented.
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Sullivan, P., Clarke, D., Clarke, B. (2013). Tasks and Mathematics Learning. In: Teaching with Tasks for Effective Mathematics Learning. Mathematics Teacher Education, vol 104. Springer, New York, NY. https://doi.org/10.1007/978-1-4614-4681-1_3
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