Calls for the unification of mathematics education research have been made from many pedagogic perspectives, particularly with respect to the need for raising dynamic models that bridge the learning-teaching gap and that portray the ways that the meanings of specific mathematical procedures and concepts are constructed within individual classrooms. Such a model is presented in an attempt to examine a unifying theoretical representation of the intellectual processing that occurs between the identification of a task within a classroom milieu and the commencement of actions planned as a resolution of that task by the teacher and students. There exist three important assumptions made with respect to this model: (1) instruction as it occurs in the classroom is a social-cultural/anthropological process involving "negotiated tasks" that are attributed "community meaning" that is acquired through workings external to individual or idiosyncratic constructions of meaning and are derived from shared teacher-student and student-student discourse; (2) the teacher and the students come to that discourse with internally constructed "situated tasks" that are the result of dynamic interactions among individual attending, individual frameworks of knowledge, and individual systems of perception; and (3) aspects and interactions of both cognition and affect are significant to the establishment of situated tasks. (47 references) (JJK)