Abstract
This introductory article of the Special Issue themed Teachers as Designers of Instructional Tasks provides an overview of the research reported in the six articles of the issue. The articles show teachers playing a more active role in choosing and designing materials for their own instructional work thus illuminating new affordances in a number of fronts. We summarise these new utilities along the lines research, design, and professional development.
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04 April 2023
A Correction to this paper has been published: https://doi.org/10.1007/s13394-022-00441-x
24 November 2022
A Correction to this paper has been published: https://doi.org/10.1007/s13394-022-00439-5
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This introductory paper for the Special Issue for MERJ: Teachers as Designers of Instructional Tasks summarises past research and research reported in the six papers of the issue. As such, no ethical approval and informed consent was needed.
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Kaur, B., Leong, Y.H. & Attard, C. Teachers as designers of instructional tasks. Math Ed Res J 34, 483–489 (2022). https://doi.org/10.1007/s13394-022-00437-7
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DOI: https://doi.org/10.1007/s13394-022-00437-7