Problematizing mathematics and its pedagogy through teacher engagement with history-focused and classroom situation-specific tasks

We explore the conjecture that engaging teachers with activities which feature mathematical practices from past (history-focused tasks) and in today’s mathematics classrooms (mathtasks) can promote teachers’ problematizing of its pedagogy. Here, we sample evidence discursive shifts observed as twelve engage a set (PA) – three rounds history-focused mathtask combinations during four–month postgraduate course. trace how commognitive conflicts orchestrated PA triggered changes narratives about: objects (such what function is); come to be led emergence object); and, pedagogy value may lie listening students or trialing innovative assessment practices). Our study explores hitherto under-researched capacity framework steer design, identification impact evaluation pedagogical interventions.