Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education Anne WatsonJohn Mason OriginalPaper 01 December 2007 Pages: 205 - 215
The impact of task-based professional development on teachers’ practices and beliefs: a design research study Malcolm Swan OriginalPaper 16 October 2007 Pages: 217 - 237
Interweaving mathematics and pedagogy in task design: a tale of one task Peter LiljedahlEgan ChernoffRina Zazkis OriginalPaper 31 October 2007 Pages: 239 - 249
Using three levels in design of effective teacher-education tasks: The case of promoting conflicts with intuitive understandings in probability Annette BaturoTom CooperEdlyn Grant OriginalPaper 22 November 2007 Pages: 251 - 259
Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks Edward A. SilverLawrence M. ClarkJenny T. Sealy OriginalPaper 16 October 2007 Pages: 261 - 277
Tasks Designed to Highlight Task-Activity Relationships Julie HoroksAline Robert OriginalPaper 16 October 2007 Pages: 279 - 287
Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining Aihui Peng OriginalPaper 01 November 2007 Pages: 289 - 299
Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts Irene BizaElena NardiTheodossios Zachariades OriginalPaper 07 November 2007 Pages: 301 - 309
Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks Joan Ferrini-MundyGail BurrillWilliam H. Schmidt OriginalPaper 05 December 2007 Pages: 311 - 324
Seeking big ideas in algebra: the evolution of a task Eric HsuJudy KyshDiane Resek OriginalPaper 28 November 2007 Pages: 325 - 332
Designing and implementing authentic investigative proportional reasoning tasks: the impact on pre-service mathematics teachers’ content and pedagogical knowledge and attitudes David Ben-ChaimYaffa KeretBat-Sheva Ilany OriginalPaper 28 November 2007 Pages: 333 - 340
Facilitating preservice teachers’ development of mathematics knowledge for teaching arithmetic operations Olive Chapman OriginalPaper 01 November 2007 Pages: 341 - 349
Mathematical tasks designed to foster a reconceptualized view of early arithmetic Erna YackelDiana UnderwoodNorma Elias OriginalPaper 31 October 2007 Pages: 351 - 367
The role of analogical thinking in designing tasks for mathematics teacher education: An example of a pedagogical ad hoc task Irit Peled OriginalPaper 01 November 2007 Pages: 369 - 379
Developing teacher knowledge using a tool for creating tasks for the classroom Stephanie PrestagePat Perks OriginalPaper 01 November 2007 Pages: 381 - 390
Extended analyses: finding deep structure in standard high school mathematics Dick StanleyManya Sundström OriginalPaper 28 November 2007 Pages: 391 - 397
Extended analyses: Promoting mathematical inquiry with preservice mathematics teachers Irene Bloom OriginalPaper 01 November 2007 Pages: 399 - 403
“Once More About the Quadratic Trinomial…”: On the Formation of Methodological Skills Alexander Karp OriginalPaper 16 October 2007 Pages: 405 - 414
The design of tasks in support of teachers’ development of coherent mathematical meanings Patrick W. ThompsonMarilyn P. CarlsonJason Silverman OriginalPaper 27 November 2007 Pages: 415 - 432
Mathematics-related tasks, teacher education, and teacher educators Orit Zaslavsky OriginalPaper 04 December 2007 Pages: 433 - 440