How teachers make sense of new academic standards significantly shapes the
implementation of those standards. Professional development organized around the anal￾ysis of mathematical tasks has potential to prepare teachers for standards implementation
by helping them develop common understandings of standards and how to help students
meet ambitious new learning goals. In practice, however, designers and participants bring
different goals to the professional development context, which becomes evident when
teachers engage in task analysis. In this article, we use the design tensions framework
(Tatar in Human Comput Interact 22(4):413–451, 2007. doi:10.1080/07370020701638814)
to analyze these tensions within a research–practice partnership comprised of five uni￾versity researchers, three district curriculum leaders from a large urban school district, 12
high school Algebra 1 teachers from nine schools in the district, and a small team of Web
engineers. Primary data for the study consist of participant observation and field notes of
meetings in which project stakeholders negotiated the design of the professional devel￾opment, as well as interview and survey data. An analysis based on the design tensions
framework helped our partnership surface, both in the moment and retrospectively, the
need for designers of professional development focused on standards implementation to be
adaptive and willing to evolve activities to satisfy multiple stakeholders’ goals for
participation.

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• Teachers, tasks, and tensions: lessons from a research– practice partnership

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