4: The Task Design Framework: Considering Multiple Perspectives in an Effective Learning Environment for Elementary Preservice Teachers

Mathematics teacher preparation in the United States is highly variable in terms of content, complexity, length, and structure (Floden & Philipp, 2003), often resulting in considerable inconsistencies in the preparation of elementary, middle, and secondary mathematics teachers. Differences in goals, philosophies, and institutional structures (e.g., private vs. public, small vs. large higher education institutions) lead to programmatic-level variability across institutions (Wilson, Floden, & Ferrini-Mundy, 2001). Further variability exists at the course level, leading to disparities in the enactment of programmatic goals and philosophies. These variabilities are problematic because they result in marked differences in the knowledge that preservice teachers (PSTs) develop as part of their mathematics content and/or methods courses.