Informed by decades of research and standards-based policies, there has been a growing demand for high-quality teaching and learning in mathematics and science classrooms. Achieving these ambitious goals will not be easy; students’ opportunities for learning as shaped by the tasks they are assigned will matter the most. The purpose of this article is to revisit theory and research on tasks, a construct introduced by Walter Doyle nearly 40 years ago. The authors discuss how this construct has been used and expanded in research since then, argue for its applicability to contemporary challenges facing schools and classrooms today, and provide suggestions for future research.

中文翻译：

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重温任务的理论与研究：在数学和科学的雄心勃勃的改革时代，任务作为学生思维的背景

在数十年的研究和基于标准的政策的启发下，对数学和科学课堂的高质量教学和学习的需求不断增长。实现这些雄心勃勃的目标并非易事；学生被分配的任务所塑造的学习机会将是最重要的。本文的目的是重新审视关于任务的理论和研究，这是近 40 年前由 Walter Doyle 引入的概念。作者讨论了此后如何在研究中使用和扩展这一结构，论证其适用于当今学校和课堂面临的当代挑战，并为未来的研究提供建议。