Teachers as designers of instructional tasks

B. Kaur; Y. H. Leong; Catherine Attard

doi:10.1007/s13394-022-00437-7

Teachers as designers of instructional tasks

B. Kaur, Y. H. Leong, Catherine Attard

Western Sydney University

Research output: Contribution to journal › Article › peer-review

3 Citations (SciVal)

Abstract

This introductory article of the Special Issue themed Teachers as Designers of Instructional Tasks provides an overview of the research reported in the six articles of the issue. The articles show teachers playing a more active role in choosing and designing materials for their own instructional work thus illuminating new affordances in a number of fronts. We summarise these new utilities along the lines research, design, and professional development.

Original language	English
Pages (from-to)	483-489
Number of pages	7
Journal	Mathematics Education Research Journal
Volume	34
Issue number	3
DOIs	https://doi.org/10.1007/s13394-022-00437-7
Publication status	Published - 2022

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title = "Teachers as designers of instructional tasks",

abstract = "This introductory article of the Special Issue themed Teachers as Designers of Instructional Tasks provides an overview of the research reported in the six articles of the issue. The articles show teachers playing a more active role in choosing and designing materials for their own instructional work thus illuminating new affordances in a number of fronts. We summarise these new utilities along the lines research, design, and professional development.",

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AB - This introductory article of the Special Issue themed Teachers as Designers of Instructional Tasks provides an overview of the research reported in the six articles of the issue. The articles show teachers playing a more active role in choosing and designing materials for their own instructional work thus illuminating new affordances in a number of fronts. We summarise these new utilities along the lines research, design, and professional development.

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JO - Mathematics Education Research Journal

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Teachers as designers of instructional tasks

Abstract

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