PROCEEDINGS OF THE 21ST ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION
2018
San Diego, California
A Model of Task-Based Learning for Research on Instructor Professional Development
Page: 1240
We present a theoretical framework that synthesizes and increases the descriptive power of existing models of task-based learning. Grounded in social constructivism and activity theory, the framework supports collegiate mathematics education researchers in identifying, investigating, and reporting on task-based learning in instructor professional development contexts. Relevant definitions and connections to the larger realm of inquiry-based, problem-based, and other general inquiry-oriented instruction are addressed. We conclude with a discussion and illustration of how the framework may be used in design, materials development, and evaluation research related to instructor professional learning.