ABSTRACT
This chapter focuses on technology-mediated tasks with an emphasis on the explicit design decisions that influence how tasks are subsequently used in and for mathematical learning. It considers how such tasks are combined or developed to produce learning sequences or courses and finishes by addressing an important emerging theme – the design of tasks for prospective and practising teachers/lecturers for their professional development to introduce and use technology in mathematics classrooms. The chapter aims to capture the work of the Technology TWG over time with respect to three sub-themes that have permeated this collaborative work: deep articulation of the nature of technological tools and resources and their related interactions. These also include: explanations of the principles and theories relating specifically to task design in technology-mediated environments; and an expansion of our knowledge of theories and approaches that underpin and/or explain research in this field.
