Literaturnachweis - Detailanzeige
| Autor/inn/en | Russo, James; Hopkins, Sarah |
|---|---|
| Titel | CLASS Challenging Tasks: Using Cognitive Load Theory to Inform the Design of Challenging Mathematical Tasks |
| Quelle | In: Australian Primary Mathematics Classroom, 22 (2017) 1, S.21-27 (7 Seiten)
PDF als Volltext (1); PDF als Volltext kostenfreie Datei (2) |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1326-0286 |
| Schlagwörter | Mathematics Activities; Cognitive Processes; Difficulty Level; Curriculum Design; Problem Solving; Lesson Plans; Teaching Guides; Task Analysis; Foreign Countries; Elementary School Students; Australia |
| Abstract | This paper outlines a seven-step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student. (As Provided). |
| Anmerkungen | Australian Association of Mathematics Teachers (AAMT). GPO Box 1729, Adelaide 5001, South Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: office@aamt.edu.au; Web site: http://www.aamt.edu.au |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2020/1/01 |
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