Real-world mathematical task development and modification processes of mathematics teachers

The current study aimed to investigate in-service middle school mathematics teachers’ engagement in the process of real-world task design. In this qualitative research, the holistic multiple-case study methodology was applied. The participants consisted of two mathematics teachers, of whom one developed new problems and the other modified existing ones. To collect data, a task design form and a semi-structured interview form were used. The problem situations were qualitatively analysed according to the description of the design principles of reality-based tasks. The data obtained from the semi-structured interviews were analysed deductively. In this context, a mathematical modelling-based lens of the task design process was considered. The results showed that participating teachers were able to design high-quality mathematical tasks and engage in a task design process that aligned with the stages of the mathematical modelling cycle, albeit with some minor differences.