Assessment of the knowledge mobilized by prospective primary teachers in the design of geometrical tasks

Abstract

Task design is a key component of professional development in teacher education, particularly during initial training, where essential knowledge for teaching is consolidated. This article aims to assess the professional knowledge mobilized by prospective primary school teachers when designing geometry school tasks. To this end, 250 prospective teachers were asked to design school tasks for teaching geometry in primary education based on real-life images. Their proposals were analyzed using a qualitative methodology, drawing on tools from the onto-semiotic approach and the didactic-mathematical knowledge and competences model. This model supported the categorization of the results through the facets of didactic suitability. The findings show that participants frequently mobilized knowledge related to the use of real-life representations, manipulatives, and students’ interests, enabling them to create contextualized tasks and mathematical connections. However, significant gaps were observed in their consideration of assessment strategies, formulation of learning objectives, and instructional time planning. The study underscores the formative potential of task design in initial teacher training and the importance of fostering opportunities to develop integrated and interdisciplinary professional knowledge in prospective teachers. © 2025 by the authors; licensee Modestum.