Mathematical tasks can be used to help students learn mathematics at a deep level.

Too often, exercises are called tasks when they are in fact not.

Mathematical tasks are not procedural. They do not dictate a specific set of steps for students to follow.

Mathematical tasks are not boring. They do not involve uninteresting contexts and mindless calculations.

Mathematical tasks are not skill based. They are not focused on mastering certain mathematical skills.

Now that we have discussed what mathematical tasks are not, we can discuss what mathematical tasks are so that we can help students reach new mathematical heights.

Mathematical tasks are genuinely problematic. They present students with a problem that has no clear solution strategy.

Mathematical tasks have a low floor. This means that the task provides many different starting places for students. Students at any level can find a place to start a task.

Mathematical tasks have a high ceiling. Tasks provide opportunities for all learners to explore at deep levels and extend their thinking.

Mathematical tasks provide learners with multiple solution strategies. There is not just one way to solve a task which allows learners to work in ways that make sense to them.

Mathematical tasks are based on deep mathematics. Tasks are centered around deep mathematical concepts rather than contrived situations with shallow mathematics.

By using mathematical tasks in the classroom, teachers can provide students with engaging ways to interact with mathematics. Tasks provide opportunities for students to see mathematics in new and exciting ways.