Journal article
Challenges of maintaining cognitive demand during the limit lessons: understanding one mathematician's class practices
International journal of mathematical education in science and technology, Vol.50(6), pp.856-882
08/18/2019
DOI: 10.1080/0020739X.2018.1543811
Abstract
In this study, we examined five limit lessons using Mathematical Tasks Framework to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during limit lessons. Our analysis of Dr A's five lessons shows that students rarely had opportunities to maintain or increase cognitive demand. There are two main factors that shaped her instructional practices, students and time. These two factors greatly influenced how she selects and implements limit tasks in her classes. To serve her students' needs of knowing more rules, formulas and procedures, she selected and discussed those simple tasks a lot. Although Dr A thinks challenging tasks and asking demanding questions can be potentially good instructional practices, she thinks these instructional practices would not serve her students well. With these factors, we made possible recommendations to have more student-centred teaching.
Details
- Title: Subtitle
- Challenges of maintaining cognitive demand during the limit lessons: understanding one mathematician's class practices
- Creators
- Dae S. Hong - University of IowaKyong Mi Choi - University of Virginia
- Resource Type
- Journal article
- Publication Details
- International journal of mathematical education in science and technology, Vol.50(6), pp.856-882
- Publisher
- Taylor & Francis
- DOI
- 10.1080/0020739X.2018.1543811
- ISSN
- 0020-739X
- eISSN
- 1464-5211
- Language
- English
- Date published
- 08/18/2019
- Academic Unit
- Teaching and Learning
- Record Identifier
- 9984371086202771
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