The teaching and learning of mathematics has been the subject of debate for over 30 years and the most recent reform efforts are in response to concerns regarding the mathematical competence of students in the United States (Ball, Hill, & Bass, 2005; Battista, 1994; Cavanagh, 2008). Standards-based Instructional Materials (SBIM) allows teachers to develop opportunities for students to engage in "problems that require thinking, planning, reasoning, computing, and evaluating" (Hirsch, 2007, p. 73). SBIM "embody an approach to mathematics teaching and learning that is qualitatively different from textbooks or instructional resources previously available," and offer increased opportunities for students to engage in cognitively demanding mathematical tasks (Stein et al., 2007, p. 320). While SBIM include many tasks that require a high level of cognitive demand for students to engage in the mathematical tasks, these materials alone will not enhance students' mathematical competence. The learning environment and the instructional practices must be appropriate for students to engage in tasks that require high levels of cognitive demand. One of the challenges in creating a classroom environment suitable for these types of instructional materials is maintaining the high cognitive demand of mathematical tasks once implemented (Henningsen & Stein, 1997). In their examination of classroom-based factors that can shape student engagement with cognitively demanding tasks, researchers Henningsen and Stein (1997) found that difficulty with classroom management was a primary factor identified when tasks declined to the lowest cognitive demand level of "no mathematical activity." It would then seem that to achieve cognitively demanding mathematics activities that lead to higher levels of mathematical thought, attention to classroom management in the teaching of mathematics is a topic to examine deeply. Since classroom management is a concern of both novice and more experienced teachers, (Evrim, Gokce & Enisa, 2009; Marzano & Marzano, 2003), this dissertation has focused on how different elements of classroom management can impact the high cognitive demand level of mathematical tasks with Standards-based instructional materials. As others studies have explored classroom management using quantitative measures, this study has employed qualitative methods including interviews, classroom observations and teacher generated lesson plans as important sources of data. The results indicate that when certain elements of classroom management are present during lessons, there is a better chance that high cognitive demand can be maintained than when those elements are absent. [The dissertation citations contained here are published with the permission of ProQuest LLC. Further reproduction is prohibited without permission. Copies of dissertations may be obtained by Telephone (800) 1-800-521-0600. Web page: http://www.proquest.com/en-US/products/dissertations/individuals.shtml.]