Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/24238
Title: 
Authors: 
Issue Date: 
2022
Citation: 
Berinderjeet Kaur, & Chin, S. L. (2022). Nature of mathematics tasks and what teachers do. Current Opinion in Behavioral Sciences, 46, Article 101169. https://doi.org/10.1016/j.cobeha.2022.101169
Journal: 
Current Opinion in Behavioral Sciences
Abstract: 
Tasks play a critical role in the teaching and learning of mathematics, and are a common feature across all areas of mathematics education research. This review begins with a discussion about definitions of tasks and their typification to allow for a more robust framing of knowledge vis-à-vis tasks. As teachers’ work with tasks is critical to the work of students, the next four sections are dedicated to research developments in frameworks and principles about task design, and teachers’ selection, modification, and enactment of mathematics tasks. There is scope for further research about how and when teachers notice task affordances and engage in classroom discourse using a shared vocabulary for mathematics tasks.
URI: 
ISSN: 
2352-1546 (online)
DOI: 
File Permission: 
Embargo_20230901
File Availability: 
With file
Appears in Collections:Journal Articles

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