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Topic: Open Call: "Mathematics Teachers as Partners in Task Design
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Jerry P. Becker

Posts: 16,576
Registered: 12/3/04
Open Call: "Mathematics Teachers as Partners in Task Design
Posted: Nov 3, 2013 5:33 PM
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Sent at the request of Birgit Pepin and Keith Jones.
JMTE Special Issue- Open Call "Mathematics Teachers as Partners in Task Design"

The recent Oxford Conference on the ICMI Study 22 'Task Design in
Mathematics Education' (Margolinas 2013) highlighted that "the
communities involved in task design are naturally overlapping and
diverse" and that such design "can involve designers, professional
mathematicians, teacher educators, teachers, researchers, learners,
authors, publishers and manufacturers, or combinations of these"
(ICMI Study 22 discussion document). Here we focus on the need to
bring together research on mathematics teachers as partners in task

Mathematics teacher education and professional development is
generally being viewed as one of the key ingredient for improving
mathematics education in school. In most countries the perceived
importance of teacher learning/professional development is directly
related to the (sometimes ambitious) nature of reform goals and
standards which politicians and government education departments wish
to implement in schools. It is now widely accepted that meeting these
goals requires a great deal of learning of the part of practicing
teachers (who may have learnt to teach under a different
instructional/learning paradigm).

In this Special Issue we aim to identify and investigate the
challenges that mathematics teacher educators/professional developers
and teachers are likely to encounter as they design and implement new
'tasks' to help teachers in their learning and (sometimes innovative)
classroom practice. Just as the design of new tasks, including the
nature of the resources used to accomplish the task, and the
appropriation of the tasks in practice, can influence teacher
learning, the tasks themselves can change and be enriched in the
learning and appropriation process. In addition, and not less
importantly, teacher educators/professional developers need to change
in terms of moving from 'providing tasks and courses' for teachers,
to working in partnership with teachers for task design in/for
mathematics teaching and professional learning. We know from the
literature (e.g. Gueudet et al. 2013) that 'true' communities of
practice (Wenger 1998) do not develop as a matter of course.

We see 'task design' here in the wider sense; that is tasks can be

. mathematical tasks (including mathematical tools) developed and
designed in/for teaching (e.g. tasks in/for textbooks);
. learning sequences designed for teaching (e.g. 'didactical design');
. modules designed in/for professional learning.

The Special issue has four sections:

1. Designing with tools
2. Designing for student learning & 'didactical designs' (e.g. Brousseau)
3. "Design-in-use"
4. Design for/in teacher education/collectives/communities of
practice/professional development

This is an open call to the mathematics education community to
suggest papers under one of the four headings. In order to be
considered, please submit a 500 word extended abstract, clearly
outlining the following:

1. title of the paper & author/s
2. Objectives/purpose/research question
3. Perspective/theoretical framework
4. Methods/ techniques/modes of inquiry
5. Data sources/evidence/materials
6. Results and/or substantiated conclusions or warrants for claims
made/arguments/point of view
7. Scientific/scholarly significance of the study

Please send extended abstracts (of 500 words) to Birgit Pepin at or Keith Jones at by 1rst
January 2014. Submissions will be considered by the SI editors by
31rst January 2014, and full papers will be due 30th April 2014. The
Special Issue is likely to be published by the end of 2014.

We look forward to your contributions!

Birgit Pepin & Keith Jones

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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