[Fig. 1] Domain map for mathematical knowledge for teaching(Ball et al., 2008, p. 403)
[Fig. 2] Teacher's knowledge of student required to design tasks and to make hypothesis about task solving paths
[Fig. 3] Task design process through discussion within the teacher-researcher community
[Fig. 4] Graph interpretation task
[Fig. 7] Interpretation task about graph which has extreme value
[Fig. 9] The final task of [Fig. 7]
[Fig. 11] The final task of [Fig. 8]
[Fig. 5] Exemplification of increasing function when f′(χ) = 0
[Fig. 8] Exemplification of functions which have extreme value
[Table 3] The change in the tasks sequence
[Table 5] Student's affective aspect perceived by teacher in the course of the revision of the task
[Table 1] Participants of the teacher-researcher community
[Table 2] Meeting date and topics
[Table 4] The change of the task
[Table 6] The change of the task
[Table 7] The change of the task
[Table 8] Focus of discussion and changes of tasks revealing changes of teacher knowledge according to focus
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