Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources

Autor/inn/en	Hsu, Hui-Yu; Silver, Edward A.
Titel	Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources
Quelle	In: Journal for Research in Mathematics Education, 45 (2014) 4, S.460-496 (37 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Foreign Countries; Mathematics Instruction; Geometry; Teaching Methods; Problem Solving; Task Analysis; Textbook Evaluation; Difficulty Level; Cognitive Processes; Visual Aids; Textbooks; Grade 8; Video Technology; Middle School Teachers; Secondary School Mathematics; Taiwan + Suchen Sie Ihr Suchwort? Ausland; Mathematics lessons; Mathematikunterricht; Geometrie; Teaching method; Lehrmethode; Unterrichtsmethode; Problemlösen; Aufgabenanalyse; Schwierigkeitsgrad; Cognitive process; Kognitiver Prozess; Anschauungsmaterial; Textbook; Text book; Schulbuch; Lehrbuch; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Teacher; Teachers; Mittelschule; Mittelstufenschule; Lehrer; Lehrerin; Lehrende
Abstract	We examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. We found that instructional tasks were drawn from multiple sources, including textbooks, tests, supplemental materials, and the teacher. Our analysis of cognitive complexity indicated that the instructional tasks frequently involved both diagram complexity and problem-solving complexity. Moreover, the geometric calculation with number tasks from nontextbook sources tended to be more cognitively demanding than those found in the textbooks. Implications of task analysis on geometry domain and textbook analysis studies are discussed. (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10