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Research on mathematics teachers as partners in task design

Research on mathematics teachers as partners in task design
Research on mathematics teachers as partners in task design
Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the ‘design’ of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical ‘tasks’; the nature of ‘task design’; and the notion of ‘partnerships for task design’ in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that ‘task design’ needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.
mathematics education, teachers, partners, partnership, tasks, task design, teaching, learning
1386-4416
105-121
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Pepin, Birgit
05ba89ad-3dc4-46bc-9470-053d115ae873
Jones, Keith
ea790452-883e-419b-87c1-cffad17f868f
Pepin, Birgit
05ba89ad-3dc4-46bc-9470-053d115ae873

Jones, Keith and Pepin, Birgit (2016) Research on mathematics teachers as partners in task design. Journal of Mathematics Teacher Education, 19 (2-3), 105-121. (doi:10.1007/s10857-016-9345-z).

Record type: Article

Abstract

Mathematical tasks and tools, including tasks in the form of digital tools, are key resources in mathematics teaching and in mathematics teacher education. Even so, the ‘design’ of mathematical tasks is perceived in different ways: sometimes seen as something distinct from the teaching and learning process, and sometimes as integral to it. Whilst task design has often been carried out by designers or mathematicians (perhaps as textbook authors), the focus for this review article is research that has involved mathematics teachers as partners in the design of tasks. The article provides a state-of-the-art review of relevant literature and is presented under three headings that consider, in turn, the role of mathematical ‘tasks’; the nature of ‘task design’; and the notion of ‘partnerships for task design’ in mathematics education. Subsequently, we present current research that is providing new insights into tasks, task design, and task design partnership. Based on this, we argue that ‘task design’ needs to pay particular attention to what to design, which tools are necessary or beneficial, and under what conditions; digital tools and task resources offer particular affordances that traditional resources cannot provide; and not only do teachers benefit from being partners in task design (in terms of their professional learning) but without their involvement some aspects of task design would most likely be neglected.

Text
Jones&Pepin-math_teachers_partners_task_design_2016 - Accepted Manuscript
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More information

Accepted/In Press date: 29 February 2016
e-pub ahead of print date: 8 March 2016
Published date: April 2016
Keywords: mathematics education, teachers, partners, partnership, tasks, task design, teaching, learning
Organisations: Mathematics, Science & Health Education

Identifiers

Local EPrints ID: 394512
URI: https://eprints.soton.ac.uk/id/eprint/394512
ISSN: 1386-4416
PURE UUID: 74c56fb1-d99a-44cc-9521-cca9162ead34
ORCID for Keith Jones: ORCID iD orcid.org/0000-0003-3677-8802

Catalogue record

Date deposited: 19 May 2016 14:29
Last modified: 15 Aug 2019 00:55

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