Volume 49, issue 6, November 2017

Mathematical Tasks and the Student

Issue editors

David Clarke
Alf Coles
Heather L. Johnson

12 articles in this issue

Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students

Authors
- Heather Lynn Johnson
- Alf Coles
- David Clarke
- Content type: Survey Paper
- Open Access
- Published: 05 October 2017
- Pages: 813 - 822
Who’s wrong? Tasks fostering understanding of mathematical relationships in word problems in elementary students

Authors
- Annie Savard
- Elena Polotskaia
- Content type: Original Article
- Published: 30 May 2017
- Pages: 823 - 833
Using a computer-based learning task to promote work on mathematical relationships in the context of word problems in early grades

Authors
- Viktor Freiman
- Elena Polotskaia
- Annie Savard
- Content type: Original Article
- Published: 24 August 2017
- Pages: 835 - 849
Ferris wheels and filling bottles: a case of a student’s transfer of covariational reasoning across tasks with different backgrounds and features

Authors
- Heather Lynn Johnson
- Evan McClintock
- Peter Hornbein
- Content type: Original Article
- Published: 20 May 2017
- Pages: 851 - 864
The function concept at the transition to upper secondary school level: tasks for a situation of change

Authors
- Mareike Best
- Angelika Bikner-Ahsbahs
- Content type: Original Article
- Published: 17 August 2017
- Pages: 865 - 880
Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task

Authors
- Mellony Graven
- Alf Coles
- Content type: Original Article
- Published: 16 May 2017
- Pages: 881 - 893
Investigating task design, classroom culture and mathematics learning: an enactivist approach

Authors
- Maria-Dolores Lozano
- Content type: Original Article
- Published: 12 September 2017
- Pages: 895 - 907
A methodology for instructional design in mathematics—with the generic and epistemic student at the centre

Authors
- Heidi Strømskag
- Content type: Original Article
- Published: 05 September 2017
- Pages: 909 - 921
Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking

Authors
- Sebastian Kuntze
- Einav Aizikovitsh-Udi
- David Clarke
- Content type: Original Article
- Published: 05 July 2017
- Pages: 923 - 935
Principles for designing mathematical tasks that enhance imitative and creative reasoning

Authors
- Johan Lithner
- Content type: Original Article
- Open Access
- Published: 18 May 2017
- Pages: 937 - 949
Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving

Authors
- Man Ching Esther Chan
- David Clarke
- Content type: Original Article
- Published: 25 July 2017
- Pages: 951 - 963
Commentary on mathematical tasks and the student: coherence and connectedness of mathematics, cycles of task design, and context of implementation

Authors
- Eva Thanheiser
- Content type: Commentary Paper
- Published: 16 September 2017
- Pages: 965 - 969

Volume 49, issue 6, November 2017

Mathematical Tasks and the Student

Mathematical tasks and the student: navigating “tensions of intentions” between designers, teachers, and students

Who’s wrong? Tasks fostering understanding of mathematical relationships in word problems in elementary students

Using a computer-based learning task to promote work on mathematical relationships in the context of word problems in early grades

Ferris wheels and filling bottles: a case of a student’s transfer of covariational reasoning across tasks with different backgrounds and features

The function concept at the transition to upper secondary school level: tasks for a situation of change

Resisting the desire for the unambiguous: productive gaps in researcher, teacher and student interpretations of a number story task

Investigating task design, classroom culture and mathematics learning: an enactivist approach

A methodology for instructional design in mathematics—with the generic and epistemic student at the centre

Hybrid task design: connecting learning opportunities related to critical thinking and statistical thinking

Principles for designing mathematical tasks that enhance imitative and creative reasoning

Structured affordances in the use of open-ended tasks to facilitate collaborative problem solving

Commentary on mathematical tasks and the student: coherence and connectedness of mathematics, cycles of task design, and context of implementation

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Volume 49, issue 6, November 2017

Mathematical Tasks and the Student

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