Conceptualising tasks for teacher education: from a research methodology to teachers’ knowledge development

International audienceIn this paper, we discuss the process of conceptualising tasks for teacher education as a research methodology that may improve the understanding of the features of teachers’ knowledge, as well as refine the specificities of the Mathematics Teachers’ Specialized Knowledge (MTSK) conceptualisation. We focus our discussion on a task for teacher education conceptualised to develop teachers’ knowledge of connections between measurement and fractions. The discussion of the process of designing a task emphasises the role of using a teacher’s knowledge conceptualisation (MTSK) as a tool for such design, in a dialectic relation with the aim to develop a methodological tool to be employed in shaping teacher education and to develop teachers’ knowledge