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ERIC Number: EJ1138041
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISSN: ISSN-1326-0286
CLASS Challenging Tasks: Using Cognitive Load Theory to Inform the Design of Challenging Mathematical Tasks
Russo, James; Hopkins, Sarah
Australian Primary Mathematics Classroom, v22 n1 p21-27 2017
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.
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:; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia