Resumen

Task design plays a very important role in the day-to-day classroom experiences of both students and teacher: it comes to define their fundamental understanding not only of mathematical concepts but also their experience of mathematics as a practice. It is essential, therefore, that those of us who design tasks for others to use, often deliberately innovative in nature, consider carefully how our work might best be informed by underpinning theory. That is not to imply that there is one best approach to task design but rather here I provide insight into how theoretical considerations can provide insight into our activity as task designers and further to this how such considerations might, through our reflections, help inform our future work. This argument is illustrated with reference to a recent design research informed development of curriculum resources and an accompanying programme of teacher learning.