In this article, we describe the generation of a Design and Implementation Framework for Mathematical Modelling Tasks (DIFMT) through a researcher-teacher collaboration. The purpose of the framework is to support holistic approaches to instructional modelling competency. This framework is underpinned by principles drawn from theory and praxis which are informed by the anticipatory capabilities that teachers require for the design and effective implementation of quality modelling tasks in secondary classrooms. A draft DIFMT was developed from a synthesis of research literature and was refined through an iterative process of task development, implementation and observation, reflection through teacher/student interviews, and revision of the framework. Each iteration made use of the most recent refinement of the co-constructed DIFMT, building theory while simultaneously addressing a problem in educational practice, consistent with a design-based methodology. Thus, the DIMFT developed organically throughout the project. While initial modelling exemplars were researcher-designed, the locus of responsibility moved to teachers as the project progressed. The DIFMT consists of two major components—principles for modelling task design and pedagogical architecture—each of which is structured around dimensions that include elaborations which detail the knowledge required for modelling as well as teacher and student capabilities.

在本文中，我们描述了通过研究人员与教师的协作生成数学建模任务（DIFMT）的设计和实现框架的过程。该框架的目的是为教学建模能力的整体方法提供支持。该框架的基础是从理论和实践中汲取的原则，这些原则是教师在中学课堂中设计和有效实施质量建模任务所需的预期能力所提供的。DIFMT草案是由研究文献综合而成的，并通过任务开发，实施和观察的迭代过程，通过教师/学生访谈的反思以及框架的修订过程进行了完善。每次迭代都使用了共同构建的DIFMT的最新改进，建立理论，同时解决教育实践中的问题，这与基于设计的方法一致。因此，DIMFT在整个项目中有机地发展了。虽然最初的建模范例是由研究人员设计的，但随着项目的进展，责任的重心转移到了教师身上。DIFMT包含两个主要组件-建模任务设计的原理和教学体系结构-每个组件都是围绕维度进行构造的，其中包括详细阐述建模所需知识以及教师和学生能力的细节。随着项目的进展，责任的重心转移到了教师身上。DIFMT包含两个主要组件-建模任务设计的原理和教学体系结构-每个组件都是围绕维度进行构造的，其中包括详细阐述建模所需知识以及教师和学生能力的细节。随着项目的进展，责任的重心转移到了教师身上。DIFMT包含两个主要组件-建模任务设计的原理和教学体系结构-每个组件都是围绕维度进行构造的，其中包括详细阐述建模所需知识以及教师和学生能力的细节。