201-204
Tasks: a fitting end to an era
Barbara Jaworski
205-215
Taken-as-shared: a review of common assumptions about mathematical tasks in teacher education
Anne Watson and John Mason
217-237
The impact of task-based professional development on teachers’ practices and beliefs: a design research study
Malcolm Swan
239-249
Interweaving mathematics and pedagogy in task design: a tale of one task
Peter Liljedahl, Egan Chernoff and Rina Zazkis
251-259
Using three levels in design of effective teacher-education tasks: The case of promoting conflicts with intuitive understandings in probability
Annette Baturo, Tom Cooper, Katherine Doyle and Edlyn Grant
261-277
Where is the mathematics? Examining teachers’ mathematical learning opportunities in practice-based professional learning tasks
Edward A. Silver, Lawrence M. Clark, Hala N. Ghousseini, Charalambos Y. Charalambous and Jenny T. Sealy
279-287
Tasks Designed to Highlight Task-Activity Relationships
Julie Horoks and Aline Robert
289-299
Knowledge growth of mathematics teachers during professional activity based on the task of lesson explaining
Aihui Peng
301-309
Using Tasks to Explore Teacher Knowledge in Situation-Specific Contexts
Irene Biza, Elena Nardi and Theodossios Zachariades
311-324
Building teacher capacity for implementing curricular coherence: mathematics teacher professional development tasks
Joan Ferrini-Mundy, Gail Burrill and William H. Schmidt
325-332
Seeking big ideas in algebra: the evolution of a task
Eric Hsu, Judy Kysh, Katherine Ramage and Diane Resek
333-340
Designing and implementing authentic investigative proportional reasoning tasks: the impact on pre-service mathematics teachers’ content and pedagogical knowledge and attitudes
David Ben-Chaim, Yaffa Keret and Bat-Sheva Ilany
341-349
Facilitating preservice teachers’ development of mathematics knowledge for teaching arithmetic operations
Olive Chapman
351-367
Mathematical tasks designed to foster a reconceptualized view of early arithmetic
Erna Yackel, Diana Underwood and Norma Elias
369-379
The role of analogical thinking in designing tasks for mathematics teacher education: An example of a pedagogical ad hoc task
Irit Peled
381-390
Developing teacher knowledge using a tool for creating tasks for the classroom
Stephanie Prestage and Pat Perks
391-397
Extended analyses: finding deep structure in standard high school mathematics
Dick Stanley and Manya Sundström
399-403
Extended analyses: Promoting mathematical inquiry with preservice mathematics teachers
Irene Bloom
405-414
“Once More About the Quadratic Trinomial…”: On the Formation of Methodological Skills
Alexander Karp
415-432
The design of tasks in support of teachers’ development of coherent mathematical meanings
Patrick W. Thompson, Marilyn P. Carlson and Jason Silverman
433-440
Mathematics-related tasks, teacher education, and teacher educators
The dynamics associated with tasks in mathematics teacher education
Orit Zaslavsky