These tasks are very good but inappropriate for my students

Abstract

This paper investigates how teachers reflect on and explain the role of high-quality mathematical tasks when selecting tasks for use in lessons. By analysing data from three groups of mathematics teachers engaged in collegial discussions, this study aims to elucidate how teachers rationalize the role of high-quality mathematical tasks. The results indicate that teachers appreciate high-quality tasks in providing discussions among students and supporting the collaborative efforts to solve problems. Conversely, despite this appreciation, teachers refer to such tasks as inappropriate for their students. For this reason, they pointed to the capabilities, lack of motivation to engage, and the lack experience of their students.