Powell, A. B., & Alqahtani, M. M. (2015). Promoting productive mathematical discourse: Tasks in collaborative digital environments. In T. G. Bartell, K. N. Bieda, R. T. Putnam, K. Bradfield, & H. Dominguez (Eds.), Proceedings of the 37th annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (pp. 1246-1249). East Lansing, MI: Michigan State University.
Tasks can be vehicles for productive mathematical discussions. How to support such discourse in collaborative digital environments is the focus of our theorization and empirical examination of task design that emerges from a larger research project. We present our task design principles that developed through an iterative research design for a project that involves secondary teachers in online courses to learn discursively dynamic geometry by collaborating on construction and problem-solving tasks in a cyber learning environment. In this study, we discuss a task and the collaborative work of a team of teachers to illustrate relationships between the task design and productive mathematical discourse. Implications suggest further investigations into interactions between characteristics of task design and learners mathematical activity.