Molina, M., Ambrose, R., Castro, E. y Castro, E. (2009). Breaking the addition addiction: creating the conditions for knowing-to act in early algebra. En S. Lerman y B. Davis. Mathematical action and structures of noticing studies on John Mason’s contribution to mathematics education (pp. 121-134). Boston: Sense publishers.
In planning units and lessons every day, teachers face the problem of designing a sequence of activities to promote learning. In particular, they are expected to foster the development of learning goals in their students. Based on the idea of learning path of a task, we describe a heuristic procedure to enable teachers to characterize a learning goal in terms of its cognitive requirements and to analyze and select tasks based on this characterization. We then present an example of how a group of future teachers used this heuristic in a preservice teachers training course and discuss its contributions and constraints.