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Design Issues Related to Text-Based Tasks

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Task Design In Mathematics Education

Part of the book series: New ICMI Study Series ((NISS))

Abstract

This chapter focuses on the design of text-based tasks in textbooks, downloadable materials, and other forms of text-based communication. Tasks may be freestanding or may form part of a task collection with a prepared order, such as in a textbook series or as a resource from which teachers or students may choose. The chapter looks at content decisions, the implications of author intentions for design and learning, and visual aspects of prepared text-based tasks. An international range of text-based tasks is used to illustrate differences in how conceptual coherence and mathematical challenge are intended to be achieved and the different views of the nature of mathematics that might be developed.

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  1. University of Oxford, Oxford, UK

    Anne Watson

  2. University of South Florida, Tampa, FL, 33620, USA

    Denisse R. Thompson

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  1. Department of Education, University of Oxford, Oxford, United Kingdom

    Anne Watson

  2. School of Education, Kanazawa University, Kanazawa, Ishikawa, Japan

    Minoru Ohtani

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Watson, A., Thompson, D.R. (2015). Design Issues Related to Text-Based Tasks. In: Watson, A., Ohtani, M. (eds) Task Design In Mathematics Education. New ICMI Study Series. Springer, Cham. https://doi.org/10.1007/978-3-319-09629-2_5

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