In this strand we explore teachers’ mathematical knowledge and their gravitation towards certain types of pedagogy and didactical practices.

In the Tasks of this strand we invite teachers to: solve a mathematical problem; examine a (fictional yet research- and practice-informed) solution proposed by one student (or more) and, in some versions, a (fictional yet research- and practice-informed) teacher response to the student; and, describe the approach they themselves would adopt in this classroom situation. Teacher engagement with these Tasks, have allowed us to access a range of teacher knowledge and beliefs (epistemological and pedagogical). For example, we engage with questions such as: What is the role of visualisation in mathematics and mathematical learning? Is a graph-based argument an acceptable argument in the mathematics classroom? Do teachers prioritise mathematical, pedagogical or curricular considerations when they make decisions about their teaching? You can find examples of Tasks and publications from this strand below.

The Tangent Task

 

The Tangent-N Task

 

The Algebra Task

 

The Limits Task

 

The Definite Integral Task

 

The Factorisation Task

 

The Modulus Task

 

The Solving Angles Task

 

The Problem Solving Task

 

The Quadratic Equations Task

 

The Solving a Quadratic Equation Task

 

The Solving a Quadratic Equation (Factorisation) Task

 

The Inequalities Task

 

The Reasoning Task

 

The L-shaped Garden Task

 

The Rounding Task

 

The Iteration Task

 

The Differenctial Equation Task

 

The Rectangle Card Task

 

The Distributive property

 

The Rectangles and Triangles Task - 1

 

The Rectangles and Triangles Task - 2

 

The Calculations Task

 

The "Not a prime" Task

 

The Identity Task

 

The Split a Rectangle Task - 1

 

The Similar Shapes Task

 

The Tables Task

 

The Inverse Proportions Task