Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

Autor/inn/en	Parrish, Christopher W.; Bryd, Kelly O.
Titel	Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation
Quelle	In: International Electronic Journal of Mathematics Education, 17 (2022) 1, (16 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Parrish, Christopher W.) ORCID (Bryd, Kelly O.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
Schlagwörter	Cognitive Processes; Difficulty Level; Learner Engagement; Curriculum Implementation; Mathematics Education; Mathematics Activities; Faculty Development + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Mathematische Bildung
Abstract	A clear relationship exists between the consistent selection and implementation of cognitively demanding tasks and students' conceptual understanding of mathematics. However, mathematics teachers often struggle to maintain the cognitive demand of implemented tasks, with a number of factors identified as contributing to this decline. As many students have limited opportunity to engage with cognitively demanding tasks, the percentage of students proficient in mathematics remains low and unchanged. Given that the consistent opportunity to engage with cognitively demanding tasks is key to increasing the percentage of students proficient in mathematics, understanding the role of tasks in the mathematics classroom is of essence to both mathematics students and the field of mathematics education. As such, the purpose of this paper is to describe the role of cognitively demanding tasks in the mathematics classroom, the barriers to task implementation, and the supports for students and teachers related to either their engagement with or implementation of cognitively demanding tasks. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01