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Topic: ICMI Study 22: Task Design in Maths. Education
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Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
ICMI Study 22: Task Design in Maths. Education
Posted: Jul 11, 2013 5:46 PM
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NOTE: The ICMI Study 22 on Task Design in
Mathematics Education is underway. The ICMI Study
Conference will be held in Oxford, UK, on July
22-26. The proceedings of this conference are
already available and can be accessed at
. The Introduction in the proceedings is
attached for your information.
Task Design in Mathematics Education. Proceedings of ICMI Study 22

Claire Margolinas

There has been a recent increase in interest in
task design as a focus for research and
development in mathematics education. This is
well illustrated by the success of theoretically
based long term design research projects in which
design and research over time have combined to
develop materials and approaches that have
appealed to teachers. One area of investigation
is how published tasks are appropriated by
teachers for complex purposes and influences
mathematics teaching. Tasks generate activity
which affords opportunity to encounter
mathematical concepts and also to use and develop
mathematical thinking and modes of enquiry. Tasks
also arise spontaneously in educational contexts,
with teachers or learners raising questions or
providing prompts for action by drawing on a
repertoire of past experience. We are interested
in how these are underpinned with implicit design
principles. It is important to address also the
question of sequences of tasks and the ways in
which they link aspects of conceptual knowledge.
The communities involved in task design are
naturally diverse: designers, professional
mathematicians, teacher educators, teachers,
researchers, learners, authors, publishers and
manufacturers, and individuals acting in several
of these roles. We wish to illuminate the diverse
communities and methods that lead to the
development and use of tasks.
[ ]

Margolinas, C. (Ed.). (2013). Task Design in
Mathematics Education. Proceedings of ICMI Study
22 (Vol. 1). Oxford.


Anne Watson
University of Oxford, UK

Minoru Ohtani
Kanazawa University, Japan

Janet Ainley
School of Education, University of Leicester, UK

Janete Bolite Frant

Michiel Doorman
Utrecht University, Netherlands

Carolyn Kieran
Université du Québec à Montréal, Canada

Allen Leung
Hong Kong Baptist University, Hong Kong

Claire Margolinas
Laboratoire ACTé, Université Blaise Pascal, France

Peter Sullivan
Monash University, Australia

Denisse Thompson
University of South Florida, USA

Yudong Yang
Shanghai Academy of Educational Sciences, China

The study aims to produce a state-of-the-art
summary of relevant research and to go beyond
that summary to develop new insights and new
areas of knowledge and study about task design.
In particular, we aim to develop more explicit
understanding of the difficulties involved in
designing and implementing tasks, and of the
interfaces between the teaching, researching, and
designing roles - recognising that these might be
undertaken by the same person, or by completely
separate teams.


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Jerry P. Becker
Dept. of Curriculum & Instruction
Southern Illinois University
625 Wham Drive
Mail Code 4610
Carbondale, IL 62901-4610
Phone: (618) 453-4241 [O]
(618) 457-8903 [H]
Fax: (618) 453-4244

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