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project on their experiences of learning mathematics. In addition, we have collected data from students participating in the units of work. These include a survey of the tasks they enjoyed most and those they felt they learned most mathematics from, as well as an openended question about their ideal mathematics class. Research Findings Meetings with teachers and particularly our intensive data collection throughout units of work at two schools have yielded rich data about student preferences and performance in lessons developed using the task types, as well as the opportunities and constraints experienced by teachers. In the papers that follow, our colleagues elaborate on the rationale for each of the task types on which our research focuses, the definitions they have developed for each of these types and research findings relating to teachersâ experience of teaching them. References Ames, C. (1992). Classrooms: Goals structures and student motivation. Journal of Educational Psychology, 84(3), 261-271. In Chick, H. L. & Vincent, J. L. (Eds.) Proceedings of the 29th International Conference for the Psychology of Mathematics Education, 1, 93-122. Ainley, J., & Pratt, D. (2005). The Significance of task design in mathematics education: Examples from proportional reasoning. In Chick, H.L. & Vincent, J. L. (Eds.) Proceedings of the 29th International Conference for the Psychology of Mathematics Education, 1, 93â122. Boaler, J. (2003). Studying and capturing the complexity of practice: The case of âdance of agencyâ. In N. A. Pateman, B. Dougherty, and J. Zilliox (Eds.), Proceedings of the 27th International Conference for the Psychology of Mathematics Education, 1, 3â16. Brousseau, G. (1997). Theory of didactical situations in mathematics. Dordrecht: Kluwer. Christiansen, B., & Walther, G. (1986). Task and activity. In B. Christiansen, A. G. Howson, & M. Otte (Eds.), Perspectives on mathematics education (pp. 243â307). The Netherlands: Reidel. Doyle, W. (1986). Classroom organisation and management. In M. C. Wittrock (Ed.), Handbook of research on teaching (pp. 392â431). New York: Macmillan. Gee, J. P. (2004). Learning by design: Games as learning machines. http://labweb.education.wisc.edu/room130/jim.htm Hiebert, J., & Wearne, D. (1997). Instructional tasks, classroom discourse and student learning in second grade arithmetic. American Educational Research Journal, 30(2), 393â425. Kaiser, G. (2006). The mathematical beliefs of teachers about applications and modelling â results of an empirical study. In J. Novotna, H. Moraova, M. Kratka and N. Stehlikova (Eds.), Proceedings of the 30th International Conference for the Psychology of Mathematics Education, 3, 393-400. Knobel, M. (1999). Everyday literacies: Students discourse and social practice. New York: Peter Lang. Stein, M. K., Grover, B. W., & Henningsen, M. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455-488. Tabachnick, B. G., & Fidell, L. S. (2001). Using multivariate statistics. Boston: Allyn & Bacon. Walls, F. (2005). Challenging task-driven pedagogies of mathematics. In P. Clarkson, A. Downton, D. Gronn, M. Horne, A. McDonough, R. Pierce & A. Roche (Eds.) Proceedings of the 28th Annual Conference of the Mathematics Education Research Group of Australasia, 751-758. 5

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