The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task
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The Convergent–Divergent Model: an opportunity for teacher–learner development through principled task design

The tasks that mathematics teachers are invited to use in their classrooms have profound effects not just on the learners who do them but also on the teachers themselves. This paper introduces the Convergent–Divergent Model (CDM) for the design of mathematical tasks. The CDM consists of two distinct...

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Bibliographic Details
Main Author:	Foster, Colin
Format:	Article
Published:	International Society for Design and Development in Education 2015
Online Access:	https://eprints.nottingham.ac.uk/32214/

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