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In this paper, preliminary research into an effective approach to numeracy task design is described and analysed using a conceptual framework based on two dimensions – one related to the nature of numeracy and the other concerned with the characteristics of effective mathematical tasks. A case that documents one teacher’s attempt to create a numeracy task for her class of preparatory students is used to illustrate the relevance of the components of the framework to task design from the perspectives of participant teachers. Teachers’ comments provided insight into aspects of the design process that require greater emphasis and also helped identify complexities that require resolution before a coherent framework for effective numeracy task design can be realised


Institute for Learning Sciences and Teacher Education

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Conference Paper

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