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Designing Mathematics Tasks: The Role of Tools

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Task Design In Mathematics Education

Part of the book series: New ICMI Study Series ((NISS))

Abstract

This chapter concerns designing teaching/learning tasks that involve the use of tools in the mathematics classroom and consequently how, under such design, tools can mediate the representations and discourses of mathematical knowledge. The authors focus particularly on digital tools and how task design can be used to transform an artifact into a pedagogical instrument. Design considerations and heuristics are discussed to explore possible research directions in tool-based task design. In particular, the chapter exemplifies heuristics or principles (theoretical or pragmatic) for tool-based task design that are conducive to teaching and learning of mathematics, including epistemological, mathematical, representational, and pedagogical considerations of tool-based task design.

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Authors and Affiliations

  1. Hong Kong Baptist University, Hong Kong, China

    Allen Leung

  2. LOVEME Lab, UNIBAN, São Paulo, Brazil

    Janete Bolite-Frant

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  1. Allen Leung
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  2. Janete Bolite-Frant
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Correspondence to Allen Leung .

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Editors and Affiliations

  1. Department of Education, University of Oxford, Oxford, United Kingdom

    Anne Watson

  2. School of Education, Kanazawa University, Kanazawa, Ishikawa, Japan

    Minoru Ohtani

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Leung, A., Bolite-Frant, J. (2015). Designing Mathematics Tasks: The Role of Tools. In: Watson, A., Ohtani, M. (eds) Task Design In Mathematics Education. New ICMI Study Series. Springer, Cham. https://doi.org/10.1007/978-3-319-09629-2_6

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