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Task Design in Mathematics Education

Watson, A., & Ohtani, M. (Eds.), ICMI study 22, Springer

Cet ouvrage est le produit final de la 22eme étude ICMI, consacrée à ce que la tradition française appelle l'ingénierie didactique. Il constitue une synthèse des travaux produits au cours de cette étude. On en trouvera ci-dessous la présentation, puis un retour sur l'étude elle-même, incluant un point de vue des participants venus d'institutions françaises.

Présentation de l'ouvrage

This book is the product of ICMI Study 22 Task Design in Mathematics Education. The study offers a state-of the-art summary of relevant research and goes beyond that to develop new insights and new areas of knowledge and study about task design. The authors represent a wide range of countries and cultures and are leading researchers, teachers and designers. In particular, the authors develop explicit understandings of the opportunities and difficulties involved in designing and implementing tasks and
of the interfaces between the teaching, researching and designing roles – recognising that these might be undertaken by the same person or by completely separate teams.

Tasks generate the activity through which learners meet mathematical concepts,
ideas, strategies and learn to use and develop mathematical thinking and modes of enquiry. Teaching includes the selection, modification, design, sequencing, installation, observation and evaluation of tasks. The book illustrates how task design is core to effective teaching, whether the task is a complex, extended, investigation or a small part of a lesson; whether it is part of a curriculum system, such as a textbook, or promotes free standing activity; whether the task comes from published source or is devised by the teacher or the student.

La page Springer

Retour sur l'étude ICMI

Cette étude, dont le temps fort a été la rencontre qui s'est tenue du 22 au 26 juin à Oxford, a été coordonnée par un comité scientifique composé de : Anne Watson (University of Oxford, UK), Minoru Ohtani (Kanazawa University, Japan), Janet Ainley (School of Education, University of Leicester, UK), Janete Bolite Frant (LOVEME Lab, UNIBAN, Brazil), Michiel Doorman (Utrecht University, Netherlands), Carolyn Kieran (Université du Québec à Montréal, Canada), Allen Leung (Hong Kong Baptist University, Hong Kong), Claire Margolinas (Laboratoire ACTé, Université Blaise Pascal, France), Peter Sullivan (Monash University, Australia), Denisse Thompson (University of South Florida, USA) et Yudong Yang (Shanghai Academy of Educational Sciences, China.

Claire Margolinas a édité les actes préparatoires à la rencontre d'Oxford.

Télécharger les actes

Les contributions à l'étude venues des institutions françaises

Publications
Technology in Mathematics Teaching Technology in Mathematics Teaching Aldon, G., Trgalova, J. (2019) Springer
Enseigner les mathématiques. Didactique et enjeux de l'apprentissage Enseigner les mathématiques. Didactique et enjeux de l'apprentissage Dorier, J.L., Gueudet, G. (2018). Belin
Mathematics and Technology. A CIEAEM source book Mathematics and Technology. A CIEAEM source book Aldon, G. Hitt, F., Bazzini, L., Gellert, U. (2017). Springer
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