Seizing the opportunity to create uncertainty in learning mathematics

The paper is a reflective account of the design and implementation of mathematical tasks that evoke uncertainty for the learner. Three types of uncertainty associated with mathematical tasks are discussed and illustrated: competing claims, unknown path or questionable conclusion, and non-readily verifiable outcomes. One task is presented in depth, pointing to the dynamic nature of task design, and the added value stimulated by the uncertainty component entailed in the task in terms of mathematical and pedagogical musing.