Resumen

We describe an experience in task design within an in-service secondary mathematics teacher education program in Colombia. Following a model known as didactic analysis, a team of researchers, educators, mentors and practicing teachers worked together in designing, implementing, assessing and reformulating secondary school mathematics tasks. We present here the main features of the framework on which the program is based, identify some of the characteristics of the experience lived by trainees, educators and researchers on task design during the first implementation of the program, and analyse the trainees’ assessment on their own proposals of tasks and on the contribution of the program on their task design competencies.