Transforming Aspirations of Future Mathematics Teachers Into Strategies In Context

In this paper I present a collaborative research and development programme, in which we design situation specific tasks and use them to explore, challenge and change knowledge and beliefs of in- and pre-service secondary mathematics teachers. In this work we use practice-based and research-informed tasks in which we invite teachers to consider a mathematical problem and typical student responses (and teacher reactions) to this problem. So far the programme develops in four stands: (1) mathematical knowledge for teaching; (2) classroom management and mathematics learning; (3) disability and inclusion in the mathematics classroom; and, (4) meta-use of tasks and task development. Examples of tasks from these strands will be discussed in the session