Task design principles in mathematics education: a literature review

Abstract

In this study, we investigate the main principles underlying task design in mathematics education. Through a literature review, we identified four main categories that the principles for task design fall under: (1) inclusion, equity, and diversity, (2) cognitive aspect, (3) social aspect, and (4) affective aspect. Moreover, we discussed the role of the theoretical frameworks and sociocultural context in which the tasks are implemented as important elements influencing task design. We synthesised these categories into a framework that could facilitate dialogue about task design between practitioners (in schools and universities) and mathematics educators, while offering additional benefits. In particular, the devised framework can support teachers and lecturers to design, adapt, and/or select tasks for teaching mathematics. Additionally, the framework could serve as a valuable resource for discussions on task design with preservice teachers in teacher education programmes and for working with in-service teachers in professional development programmes or workshops.