Peer reviewed
Direct linkERIC Number: EJ1138041
Record Type: Journal
Publication Date: 2017
Pages: 7
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-1326-0286
EISSN: N/A
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.
Descriptors: Mathematics Activities, Cognitive Processes, Difficulty Level, Curriculum Design, Problem Solving, Lesson Plans, Teaching Guides, Task Analysis, Foreign Countries, Elementary School Students
Australian Association of Mathematics Teachers (AAMT). Tel: +61-8-8363-0288; e-mail: office@aamt.edu.au; Web site: https://primarystandards.aamt.edu.au/Journals
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
Grant or Contract Numbers: N/A
