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ERIC Number: ED465517
Record Type: RIE
Publication Date: 2002-Apr
Pages: 49
Abstractor: N/A
Influences of the Mathematical Tasks Framework on High School Mathematics Teachers' Knowledge, Thinking, and Teaching.
Arbaugh, Fran; Brown, Catherine A.
The research reported in this article is apart of a larger research project designed to investigate ways in which participation in a particular study group influenced inservice secondary mathematics teachers' knowledge, thinking, and practice regarding the teaching of mathematics. This paper examines how a particular framework for considering attributes of mathematical tasks influenced the members of the study group. This paper specifically addresses the following questions: (1) In what activities did the members of the study group engage regarding the Levels of Cognitive Demand criteria of the Mathematical Tasks Framework? and (2) In what ways did learning about the Levels of Cognitive Demand criteria of the Mathematical Tasks Framework influence these teachers' knowledge about and use of high-level tasks in their geometry classes? Results reported in this paper indicate that work with the Levels of Cognitive Demand influenced how the participant teachers thought about instructional planning and implementation issues in the following manners: (1) the teachers began to think more deeply about the relationship between tasks and levels of student thinking (or reasoning); and (2) some of the teachers began to select and incorporate more high-level tasks into their teaching practice. (Contains 25 references.) (MM)
Publication Type: Reports - Research; Speeches/Meeting Papers; Tests/Questionnaires
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Note: Paper presented at the Annual Meeting of the American Educational Research Association (New Orleans, LA, April 1-5, 2002).