Abstract
Task design constitutes a growing core of research in mathematics education. In particular, task design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs) has become very popular, although it remains under-researched. This study aims to systematically analyze the current state of research on task design in DIMLEs. The literature was searched through the Web of Science, and 10 articles were included in the review. Results show that the majority of research studies were undertaken in Asia, with a focus on secondary and higher education. Studies used design-based research, case study, and grounded theory. Most studies were carried out in the domain of geometry, followed by algebra and calculus. Most researchers used GeoGebra as a DIMLE. The studies used different frameworks and contributed to the literature by developing and testing design principles, problematizing task design, and extending existing frameworks. There are also some reported challenges concerning task design in DIMLEs, such as students’ negative attitudes and beliefs and being inexperienced or unfamiliar with DIMLEs. E-assessment issues also created problems, as well as students’ poor mathematical background and time-consuming activities for teachers and students. Overall, the results indicate that further studies are needed on task design in DIMLEs.
Highlights
Task design has been identified as a main research issue in the field of mathematics education in the past [1,2]
We focused on empirical studies in this systematic review study, as we were interested in the implementation of task design in Dynamic and Interactive Mathematics Learning Environments (DIMLEs) in school or university practice as mainly empirical studies can show the scope and far-reaching consequences of task design in
We accessed 61 articles after this first screening; we examined the full texts of these 61 articles, based on our last inclusion criteria (IC6 focal point: task design in DIMLEs), and found nine eligible articles for inclusion in TI = AND TS =
Summary
Task design has been identified as a main research issue in the field of mathematics education in the past [1,2]. There exists a variety of work, such as an ICMI Study [2] and a book that focuses on the role of digital technologies in task design in mathematics classrooms [3], and work by long-running design and research teams at the Freudenthal Institute and Shell Centre. Dynamic and interactive learning environments can support teachers and students in achieving the goals of mathematics teaching and learning that are not easy to reach (e.g., reasoning, argumentation, conceptual understanding, making conjectures and deductions, cognitive continuity, mathematical thinking, and problem solving) [5,6,7]. The use of digital technologies in task design has been proposed and studied by many mathematics education researchers worldwide.
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