Document Type

Conference Paper/Presentation

Publication Date

3-1-2019

Disciplines

Mathematics

Abstract

Three Major Findings

  1. Tasks are not created equal: they provide different opportunities for student learning and thinking.
  2. Tasks that encourage high level thinking and reasoning have the greatest student success. Student success is lowest where tasks are procedural.
  3. Tasks with high cognitive demand are the hardest to implement and often are transformed into less demanding tasks during instruction.

Comments

Presented at Kane County Institute Day 2019

Included in

Mathematics Commons

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