Abstract

This study adopts a holistic single-case design to explain the task design processes of mathematics student teachers (MSTs) regarding History, Theory, Technology, and Modeling (HTTM). A criterion sampling method was used to select nine MSTs who had successfully completed algorithms and programming course. Video analyses, written answer sheets, scratch papers, and GeoGebra files were used to obtain data, including the views of MSTs on HTTM task design. Data analysis was performed using a content analysis method based on the theoretical framework of HTTM learning. The results revealed that HTTM design processes included task, focus/origin, problem, design (prototype), results, and approved reports. Furthermore, the mental steps that connected these basic components were found to be investigating, exploring, designing, evaluating, revising, and reporting. One of the key challenges experienced by the MSTs was found to be spending a great amount of time especially while determining a focus. The study has been finalised with a set of suggestions for future designs.

Keywords

References

• Anderson, L. W., & Krathwohl, D. R. (2001). A taxonomy for learning, teaching, and assessing: A revision of Bloom’s taxonomy of educational objectives. Allyn & Bacon.
• Angeli, C., Voogt, J., Fluck, A., Webb, M., Cox, M., Marly-Smith, J., & Zagami, J. (2016). A K-6 computational thinking curriculum framework: Implications for teacher knowledge. Educational Technology & Society, 19(3), 47-57.
• Berry, J., & Houston, K. (1995). Mathematical modelling. J. W. Arrowsmith Ltd.
• Berlinghoff, P. W., & Gouvea, Q. F. (2004). Math through the ages: A gentle history for teachers and others. Oxton Publishers.
• Bidwell, J. K. (1993). Humanize your classroom with the history of mathematics. Mathematics Teacher, 86, 461-464. https://doi.org/10.5951/MT.86.6.0461
• Blomhøj, M. (2009). Different perspectives on mathematical modelling in educational research-Categorising the TSG21 papers. In M. Blomhoj & S. Carreira (Eds.), Proceedings from Topic Study Group 21 at the 11th International Congress on Mathematical Education (pp. 1-18). Roskilde University.
• Blomhøj, M. (2019). Towards integration of modelling in secondary mathematics teaching. In G. A. Stillman, & J. P. Brown (Eds), Lines of inquiry in mathematical modelling research in education (pp. 37-52). Springer.
• Blomhøj, M., & Jensen, T.H. (2003). Developing mathematical modelling competence: Conceptual clarification and educational planning. Teaching Mathematics and its Applications, 22(3), 123-139. https://doi.org/10.1093/teamat/22.3.123
• Blum, W., & Niss, M. (1991). Applied mathematical problem solving, modelling, application, and links to other subjects-state, trends and issues in mathematics instruction. Educational Studies in Mathematics, 22(1), 37-68. https://doi.org/10.1007/BF00302716
• Bobbe, T., Krzywinski, J., & Woelfel, C. (2016). A comparison of design process models from academic theory and professional practice. In D. Marjanović, M. Štorga, N. Pavković, N. Bojčetić, & S. Škec (Eds.), DS 84: Proceedings of the DESIGN 2016 14th International Design Conference (pp. 1205-1214). Design.
• Borromeo Ferri, R. (2006). Theoretical and empirical differentiations of phases in the modelling process. Zentralblatt für Didaktik der Mathematik, 38(2), 86-95. https://doi.org/10.1007/BF02655883
• Borromeo Ferri, R. (2013). Mathematical modelling in European education. Journal of Mathematics Education at Teachers College, 4, 18-24. https://doi.org/10.7916/jmetc.v4i2.624
• Borromeo Ferri, R. (2018). Learning how to teach mathematical modeling in school and teacher education. Springer. https://doi.org/10.1007/978-3-319-68072-9
• Borromeo Ferri, R., & Blum, W. (2010). Mathematical modelling in teacher education – Experiences from a modelling seminar. In V. Durand-Guerrier, S. Soury-Lavergne, & F. Arzarello (Eds.), Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (CERME 6) (pp. 2046-2055). Institut National de Recherche Pédagogique.
• Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. NSTA press.
• Cevikbas M, & Kaiser G. A. (2021). Systematic review on task design in dynamic and interactive mathematics learning environments (DIMLEs). Mathematics, 9(4), 399-418. https://doi.org/10.3390/math9040399
• Clayton, M. (1999). Industrial applied mathematics is changing as technology advances. In C. Hoyles, C. Morgan, & G. Woodhouse (Eds), Rethinking the Mathematics Curriculum (pp. 22-28). London: Falmer.
• Creswell, J. W. (2007). Qualitative inquiry and research design: Choosing among five approaches. Sage.
• Csizmadia, A., Curzon, P., Dorling, M., Humphreys, S., Ng, T., Selby, C., & Woollard, J. (2015). Computational thinking: A guide for teachers [Project Report]. Computing at School. Retrieved September 21, 2021 from https://eprints.soton.ac.uk/424545/
• Czocher, J. A. (2017). Mathematical modeling cycles as a task design heuristic. The Mathematics Enthusiast, 14(1-3), 129–140. https://doi.org/10.54870/1551-3440.1391
• Çorlu, M. S., Capraro, R. M., & Capraro, M. M. (2014). Introducing STEM education: Implications for educating our teachers for the age of innovation. Education & Science, 39(171), 74-85.
• Çorlu, M. S. (2021). STEM: Bütünleşik öğretmenlik çerçevesi [STEM: Integrated instruction framework]. In M. S. Çorlu, & E. Çallı (Eds), STEM: Kuram ve uygulamalarıyla fen, teknoloji, mühendislik ve matematik eğitimi (Öğretmenler için temel kılavuz) [ STEM: Science, technology, engineering and mathematics education with theory and practice (Essential guide for teachers)] (pp. 1-9). Pusula.
• de Oliveira, A. M. P., & Barbosa, J. C. (2010). Mathematical modeling and the teachers’ tensions. In R. Lesh, P. L. Galbraith, C. Haines, & A. Hurford (Eds.), Modeling students’ mathematical modeling competencies. ICTMA 13 (pp. 511–517). Springer.
• Deniz, D. (2014). The sufficiency of high school mathematics teachers' to elicit and apply activities apropriate to mathematical modelling method [Unpublished Doctoral Thesis]. Atatürk University, Erzurum, Turkey.
• Design Council. (2007). What is the framework for innovation? Design Council's evolved Double Diamond. Retrieved July 12, 2021 from https://www.designcouncil.org.uk/news-opinion/what-framework-innovation-design-councils-evolved-double-diamond
• Ellis, J., Wieselmann, J., Sivaraj, R., Roehrig, G., Dare, E., & Ring-Whalen, E. (2020). Toward a productive definition of technology in science and STEM education. Contemporary Issues in Technology and Teacher Education, 20(3), 472-496.
• Ernest, P. (1998). Social Constructivism as a philosophy of mathematics. State University of New York Press.
• Fried, N. M. (2001). Can mathematics education and history of mathematics coexist?. Science and Education, 10, 391-408. https://doi.org/10.1023/A:1011205014608
• FROG. (2014). Design process model. Retrieved June 1, 2021 from http://www.frogdesign.com
• Galbraith, P. (2006). Real world problems: Developing principles of design. Identities, Cultures and Learning Spaces, 1, 228–236.
• Gardner, H. (2007). The five minds for the future. Harvard Business School Press.
• Geiger, V., Galbraith, P., Niss, M., & Delzoppo, C. (2022). Developing a task design and implementation framework for fostering mathematical modelling competencies. Educational Studies in Mathematics, 109, 313-336 (2022). https://doi.org/10.1007/s10649-021-10039-y
• Geiger, V., Stillman, G., Brown, J., Galbraith, P., & Niss, M. (2018). Using mathematics to solve real world problems: The role of enablers. Mathematics Education Research Journal, 30(1), 7–19. https://doi.org/10. 1007/s13394-017-0217-3
• Geiger, V. (2019). Using mathematics as evidence supporting critical reasoning and enquiry in primary science classrooms. ZDM-Mathematics Education, 51(7), 929–940. https://doi.org/10.1007/s11858-019-01068-2
• Gulikers, I., Blom, K., (2001). `A historical angle’, a survey of recent literature on the use and value of history in geometrical education. Educational Studies in Mathematics 47, 223–258. https://doi.org/10.1023/A:1014539212782
• Göker, L. (1997). Matematik tarihi ve Türk-İslam matematikçilerinin yeri [History of mathematics and the place of Turkish-Islamic mathematicians]. Ministry of National Education.
• Hassi, L., & Laakso, M. (2011). Making sense of design thinking. In T-M. Karjalainen, M. Koria, & M. Salimäki (Eds), International Design Business Management Program papers vol 1 (pp. 50-62). Aalto University.
• Hernandez-Martinez, P., & Vos, P. (2018). “Why do I have to learn this?” - A study from mathematical modelling education about the relevance of mathematics. ZDM-Mathematics Education, 50(1-2), 245– 257. https://doi.org/10.1007/s11858-017-0904-2
• Hıdıroğlu, Ç. N. & Can, B. (2020). Effect of HTTM (History/ Theory/ Technology/ Modeling) learning environment on preservice science teachers’ perceptions of mathematical thinking and mathematical modelling skills. The Western Anatolia Journal of Educational Sciences, 11(2), 239-272.
• Hıdıroğlu, Ç. N. (2012). Analysing mathematical modelling problems solving processes in the technology-aided environment: An explanation on approaches and thought processes [Unpublished master’s thesis]. Dokuz Eylül University, İzmir, Turkey.
• Hıdıroğlu, Ç. N. (2015). Analysing problem solving processes of mathematical modelling in the technology aided environment: An explanation on cognitive and metacognitive structures [Unpublished doctoral dissertation]. Dokuz Eylül University, İzmir, Turkey.
• Hıdıroğlu, Ç. N. (2018). HTTM (History/Theory/Technology/Modeling) öğrenme sürecinde oluşturulan üst düzey matematiksel modeller [Paper presentation]. Vth International Eurasian Educational Research Congress, 2-5 Mayıs 2018, Akdeniz University, Antalya.
• Hıdıroğlu, Ç. N. (2019a). The HTTM activity (History / Theory / Technology / Modeling) called Eratosthenes and the calculation of the Earth's circumference [Paper presentation]. International Symposium of Academic Studies on Education and Culture [I-SASEC], Pamukkale University, Denizli, Turkey.
• Hıdıroğlu, Ç. N. (2019b). "Mayan civilization and Mayan (Kukulkan) pyramid" A sample HTTM (History/Theory/Technology/Modeling) activity and an overview into the learning process at secondary, high school and undergraduate level [Paper presentation].. 1st International Conference on Educational Research (IDU-ICER’19), İzmir Democracy University, Izmir, Turkey.
• Hıdıroğlu, Ç. N. (2021). Secondary/High school mathematics teachers' and mathematics teacher candidates' opinions about HTTM (History/ Theory/ Technology/ Modeling) learning process. Acta Didactica Napocensia, 14(2), 346-375. https://doi.org/10.24193/adn.14.2.25
• Hıdıroğlu, Ç. N., & Bukova Güzel, E. (2015). Metacognitive structures occuring in mathematical modelling within a technology enhanced environment. Turkish Journal of Computer and Mathematics Education, 6(2), 179-208. https://doi.org/10.17762/turcomat.v6i2.85
• Hıdıroğlu, Ç. N., & Bukova Güzel, E. (2016). Transitions between cognitive and metacognitive activities in mathematical modelling process within a technology enhanced environment. Necatibey Faculty of Education Electronic Journal of Science and Mathematics Education, 10(1), 313-350.
• Hıdıroğlu, Ç. N., & Bukova Güzel, E. (2017). The conceptualization of the mathematical modelling process in technology-aided environment. The International Journal for Technology in Mathematics Education, 24(1), 17-36.
• Hıdıroğlu, Ç. N., & Özkan Hıdıroğlu, Y. (2016). Modelleme yaklaşımlarına bütüncül bir bakış ve yeni bir öğrenme modeli önerisi: HTTM (History/ Theory/ Technology/ Modeling) modeli ve kuramsal temeli [A holistic view of modeling approaches and a new learning model proposal: HTTM (History/ Theory/ Technology/ Modeling) model and its theoretical basis]. In Ö. Demirel & S. Dinçer (Eds), Eğitim bilimlerinde yenilik ve nitelik arayışı [The search for innovation and qualification in educational sciences], (pp. 1109-1142). Pegem Akademi.
• Hofer, M., & Grandgenett, N. (2012). TPACK development in teacher education: A longitudinal study of preservice teachers in a secondary M.A.Ed. program. Journal of Research on Technology in Education, 45(1), 83-106. Retrieved October 24, 2022 from https://www.learntechlib.org/p/54946/
• Hollebrands, K. F. (2007). The role of a dynamic software program for geometry in the strategies high school mathematics students employ. Journal for Research in Mathematics Education, 38(2), 164–192.
• Honey, M., Pearson, G., & Schweingruber, H. (Eds). (2014). STEM integration in K–12 education: Status, prospects, and an agenda for research. Washington, DC: National Academies Press. https://doi:10.17226/18612
• Hynes, M., Portsmore, M., Dare E., Milto, E., Rogers, C., Hammer, D., & Carberry, A. (2011). Infusing engineering design into high school STEM courses. Retrieved April 21, 2017 from http://ncete.org/flash/pdfs/Infusing%20Engineering%20Hynes.pdf
• IDEO (2012). Design thinking for educators toolkit. Retrieved June 22, 2021 from http://designthinkingforeducators.com/
• IDEO (2015). Design thinking for libraries. Retrieved June 22, 2021 from http://designthinkingforlibraries.com/
• Jankvist, U. T. (2009). A categorization of the “whys” and “hows” of using history in mathematics education. Educational Studies in Mathematics, 71, 235-261. https://doi.org/10.1007/s10649-008-9174-9
• Jankvist, U. T., & Niss, M. (2019). Upper secondary students’ difficulties with mathematical modelling. International Journal of Mathematical Education in Science and Technology, 51(4), 467–496. https://doi.org/10.1080/0020739X.2019.1587530
• Kaiser, G., & Sriraman, B. (2006). A global survey of international perspectives on modelling in mathematics education. ZDM-Zentralblatt für Didaktik der Mathematik, 38(3), 302-310. https://doi.org/10.1007/BF02652813
• Kaiser, G., & Brand, S. (2015). Modelling Competencies: Past Development and Further Perspectives. In Stillman, G., Blum, W., Salett Biembengut, M. (Eds), Mathematical Modelling in Education Research and Practice (pp. 129-149). Springer. https://doi.org/10.1007/978-3-319-18272-8_10
• Kapur, J. N. (1982). The art of teaching the art of mathematical modeling. International Journal of Mathematical Education in Science and Technology, 13(2), 185-192. https://doi.org/10.1080/0020739820130210
• Kılıç, T. (2021). Yeni Bilim: Bağlantısallık- Yeni kültür: Yaşamdaşlık [New Science: Connectivity- New culture: Consistency]. Ayrıntı.
• Komatsu, K., & Jones, K. (2019). Task design principles for heuristic refutation in dynamic geometry environments. International Journal of Science and Mathematics Education, 17, 801–824. https://doi.org/10.1007/s10763-018-9892-0
• Lakshminarayanan, V., & McBride, A. C. (2015). The use of high technology in STEM education. Retrieved November 19, 2021 from https://www.spiedigitallibrary.org/conference-proceedings-of-spie/9793/97930C/The-use-of-high-technology-in-STEM-education/10.1117/12.2223062.full
• Larson, L. C., & Miller, T. N. (2011). 21st century skills: Prepare students for the future. Kappa Delta Pi Record, 47(3), 121-123. https://doi.org/10.1080/00228958.2011.10516575
• Lee, Y, & Lee, J. (2014). Enhancing pre-service teachers' self-efficacy beliefs for technology integration through lesson planning practice. Computers & Education, 73, 121-128. https://doi.org/10.1016/j.compedu.2014.01.001
• Leng, N. W. (2006). Effects of an ancient Chinese mathematics enrichment programme on secondary school students’ achievement in mathematics. International Journal of Science and Mathematics Education, 4, 485‐511. https://doi.org/10.1007/s10763-005-9017-4
• Lesh, R., & Doerr, H. M. (2003). Foundations of a models and modeling perspective on 3 mathematics teaching, learning, and problem solving. In R. Lesh and H. M. Doerr (Eds), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning and teaching (pp. 3-34). Lawrence Erlbaum.
• Leung A. (2017) Exploring techno-pedagogic task design in the mathematics classroom. In Leung A. & Baccaglini-Frank A. (Eds), Digital Technologies in Designing Mathematics Education Tasks. Mathematics Education in the Digital Era (Vol.8), (pp. 3-16). Springer. https://doi.org/10.1007/978-3-319-43423-0_1
• Leung, A. (2011). An epistemic model of task design in dynamic geometry environment. ZDM-Mathematics Education, 43, 325-336. https://doi.org/10.1007/s11858-011-0329-2
• Liljedahl, P., Chernoff, E., & Zazkis, R. (2007). Interweaving mathematics and pedagogy in task design: A tale of one task [Special issue: The Nature and Role of Tasks in Mathematics Teachers’ Education]. Journal of Mathematics Teacher Education, 10(4-6), 239-249. https://doi.org/10.1007/s10857-007-9047-7
• Lingefjard, T. (2012). Learning mathematics through mathematical modelling. Journal of Mathematical Modelling and Application, 1(5), 41-49. https://doi.org/10.1088/1742-6596/1315/1/012008
• Liu, P. (2003). Do teachers’ need to incorporate the history of mathematics in their teaching?. Mathematics Teacher, 96(6), 416-421. https://doi.org/10.5951/MT.96.6.0416
• Maaß, K. (2010). Classification scheme for modelling tasks. Journal für Mathematik-Didaktik, 31(2), 285–311. https://doi.org/10.1007/s13138-010-0010-2
• Matsuzaki, A., & Saeki, A. (2013). Evidence of a dual modelling cycle: Through a teaching practice example for undergraduate school student. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds.), Teaching mathematical modelling: Connecting to research and practice (pp. 195-205). Springer.
• McBride, C.C., & Rollins, J.H. (1977). The effects of history of mathematics on attitudes towards mathematics of college algebra students. Journal for Research in Mathematics Education, 8(1), 57-61. https://doi.org/10.5951/jresematheduc.8.1.0057
• National Council of Teachers of Mathematics [NCTM]. (2000). Curriculum and evaluation standards for school mathematics. NCTM Publications.
• Niss, M. (2010). Modeling a crucial aspect of students’ mathematical modeling. In R. Lesh, P. L. Galbraith, C. Haines, & A. Hurford (Eds.), Modeling students’ mathematical competencies- ICTMA 13 (pp. 43–59). Springer.
• Niss, M., & Blum, W. (2020). The learning and teaching of mathematical modelling. Routledge.
• Opper, S. (1977). Piaget’s clinical method. The Journal of Children’s Mathematical Behavior, 1(1), 90-107.
• Orr, K. L., Golas, K., A., & Yao, K. (1994). Storyboard development for interactive multimedia training. Journal of Interactive Instruction Development, 6(3), 18-31.
• Ortega, M., Puig, L., Albarracín, L. (2019). The Influence of Technology on the Mathematical Modelling of Physical Phenomena. In Stillman, G., Brown, J. (Eds), Lines of Inquiry in Mathematical Modelling Research in Education. ICME-13 Monographs. Springer. https://doi.org/10.1007/978-3-030-14931-4_9
• Peter Koop, A. (2009). Teaching and understanding mathematical modelling through Fermi problem. In B. Clarke, B. Grevholm & R. Millman (Eds), Tasks in primary mathematics teacher education (pp. 131-146). Springer. https://doi.org/10.1007/978-0-387-09669-8_10
• Pepin, B. (2015). Enhancing mathematics/STEM education: A ‘resourceful’ approach. Retrieved November 11, 2021 from https://pure.tue.nl/ws/portalfiles/portal/8804776/Pepin2015.pdf
• Reimer, W., & Reimer, L. (1992). Historical connections in mathematics. AIMS Educational Foundation.
• Saeki, A., & Matsuzaki, A. (2013). Dual modelling cycle framework for responding to the diversities of modellers. In G. Stillman, G. Kaiser, W. Blum, & J. Brown (Eds), Teaching mathematical modelling: Connecting to research and practice (pp. 89-99). Springer. https://doi.org/10.1007/978-94-007-6540-5_7
• Sağıroğlu, D. (2018). Analysing activity creating and practicing processes intended for mathematical modelling method of mathematics teachers [Master’s Thesis]. Bülent Ecevit University, Zonguldak, Turkey.
• Schoenfeld, A. H. (1992). Learning to think mathematically: Problem solving, metacognition, and sense making in mathematics. In D. A. Grouws (Ed.), Handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 334–370). Macmillan Publishing Co, Inc.
• Schommer, M. (1990). Effects of beliefs about the nature of knowledge on comprehension. Journal of Educational Psychology, 82(3), 498-504. https://doi.org/10.1037/0022-0663.82.3.498
• Schukajlow, S., & Krug, A. (2014). Do multiple solutions matter? Prompting multiple solutions, interest, competence, and autonomy. Journal for Research in Mathematics Education, 45(4), 497–533. https://doi.org/10.5951/jresematheduc.45.4.0497
• Schukajlow, S., Krug, A., & Rakoczy, K. (2015). Effects of prompting multiple solutions for modelling problems on students’ performance. Educational Studies in Mathematics, 89(3), 393–417. https://doi.org/10.1007/s10649-015-9608-0
• Sierpinska, A. (2004). Research in mathematics education through a keyhole: Task problematization. Retrieved March 9, 2020 from https://flm-journal.org/Articles/51AB9D0E4247C5E9883E32091E242.pdf
• Simon, M. A., & Tzur, R. (2004). Explicating the role of mathematical tasks in conceptual learning: An elaboration of the hypothetical learning trajectory. Mathematical Thinking and Learning, 6(2), 91–104. https://doi.org/10.1207/s15327833mtl0602_2
• Sinclair, M.P. (2003). Some implications of the results of a case study for the design of pre-constructed, dynamic geometry sketches and accompanying materials. Educational Studies in Mathematics, 52, 289–317. https://doi.org/10.1023/A:1024305603330
• Siu, M. K. (2003). Proof and pedagogy in ancient china: Examples from Liu Hui’s commentary on Jiu Zhang Suan Shu. Educational Studies in Mathematics, 24, 345-357. https://doi.org/10.1007/BF01273370
• Sivaraj, R., Ellis, J. & Roehrig, G. (2019). Conceptualizing the T in STEM: A Systematic Review. In K. Graziano (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference (pp. 1245-1254). Association for the Advancement of Computing in Education (AACE).
• Stemler, L. (1997). Educational characteristics of multimedia: A literature review. Journal of Educational Multimedia and Hypermedia, 6(3), 339-359.
• Stillman, G. A. (2019). State of the art on modelling in mathematics education-Lines of inquiry. In G. A. Stillman, & J. P. Brown (Eds), Lines of inquiry in mathematical modelling research in education (pp. 1-20). Springer. https://doi.org/10.1007/978-3-030-14931-4_1
• Stillman, G., & Brown, J. (2014). Evidence of implemented anticipation in mathematisation by beginning modellers. Mathematics Education Research Journal, 26, 763–789. https://doi.org/10.1007/s13394-014-0119-6
• Stillman, G., Galbraith, P., Brown, J., & Edwards, I. (2007). A framework for success in implementing mathematical modelling in the secondary classroom. Mathematics: Essential Research, Essential Practice, 2, 688- 697.
• Strauss, A., & Corbin, J. M. (1990). Basics of qualitative research: Grounded theory procedures and techniques. Sage.
• Swetz, J. F. (1994). Learning activities from the history of mathematics. Walch Publishing.
• Tan, L. S., & Ang, K. C. (2016). A school-based professional development programme for teachers of mathematical modelling in Singapore. Journal of Mathematics Teacher Education, 19(5), 399–432. https://doi.org/10.1007/s10857-015-9305-z
• Vasquez, J. A., Sneider, C., & Comer, M. (2013). STEM lesson essentials. Heinemann.
• Veljan, D. (2000). The 2500-year old Pythagorean theorem. Mathematics Magazine, 73(4), 259-272. https://doi.org/10.1080/0025570X.2000.11996853
• Venturini, M., & Sinclair, N. (2017). Designing assessment tasks in a dynamic geometry environment. In A. Leung & A. Baccaglini-Frank (Eds.), Digital technologies in designing mathematics education tasks (pp. 77-98). Springer. https://doi.org/10.1007/978-3-319-43423-0_5
• Watson, A., & Ohtani, M. (2015). Task design in mathematics education. Springer.
• White, D. W. (2014). What is STEM education and why is it important?. Florida Association of Teacher Educators Journal, 1(14), 1-9.
• Yerushalmy, M., Nagari-Haddif, G., & Olsher, S. (2017). Design of tasks for online assessment that supports understanding of students' conceptions. ZDM: The International Journal on Mathematics Education, 49(5), 701-716. https://doi.org/10.1007/s11858-017-0871-7
• Yin, R. K. (1984). Case study research: Design and methods. Sage.
• Yin, R. K. (2003). Applications of case study research, applied social research method series. Sage.
• Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64-70. https://doi.org/10.1207/s15430421tip4102_2

License

This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.