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Strengthening the personal mathematical capabilities of initial teacher education students is an international priority. In this paper, we report on an aspect of a study that investigated the potential of challenging online tasks to meet this goal. Here, we focus on the analysis of survey data in the form of student feedback on trialled tasks from the perspective of motivation theory. Findings of this aspect of the study are reported along with implications for the design of challenging online mathematical tasks and their implementation in teacher education programs.


Institute for Learning Sciences and Teacher Education

Document Type

Open Access Conference Paper

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Open Access