Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources

The authors examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complex...

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Bibliographic Details
Published in:Journal for research in mathematics education 2014-07, Vol.45 (4), p.460-496
Main Authors: Hsu, Hui-Yu, Silver, Edward A
Format: Article
Language:English
Subjects:
Classroom activities
Cognitive ability
Cognitive Processes
Diagrams
Difficulty Level
Foreign Countries
Geometric properties
Geometry
Grade 8
Instructional materials
Mathematical problems
Mathematics education
Mathematics Instruction
Middle School Teachers
Problem Solving
Reasoning
Secondary School Mathematics
Taiwan
Task Analysis
Teaching Methods
Textbook Evaluation
Textbooks
Triangles
Vertices
Video Technology
Visual Aids
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Description
Summary:The authors examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. Implications of task analysis on geometry domain and textbook analysis studies are discussed.
ISSN:0021-8251
1945-2306
DOI:10.5951/jresematheduc.45.4.0460