There are many scholars who have argued that the choice of task is fundamental to opportunities for student problemsolving and reasoning. Anthony and Walshaw (2009), for example, in a research synthesis, concluded that “in the math-ematics classroom, it is through tasks, more than in any other way, that opportunities to learn are made available to thestudents” (p. 96). Similar comments have been made by Ruthven, Laborde, Leach, and Tiberghien (2009) and Sullivan, Clarke,and Clarke (2013).