Mathematical Tasks For Preservice Primary Teachers

This paper tries to delineate principles and frameworks for task design in primary mathematics teacher education. The reflection process developed both for mathematics teacher educators and members of a community of inquiry led us to identify a four-step dynamic model relating theory and practice, which is used here in a specific part of mathematics teacher educators' practice: the design of tasks. The identification and characterization of two dimensions, related to what to teach during a course in mathematics for preservice primary teachers, allowed us to design tasks that seek to consider specific features of each one. For us, task design is a process in which mathematics teacher educators are involved through the development of their professional activity.