id: 06606466
dt: j
an: 2016d.00443
au: Kwon, Sungyong
ti: An analysis on the level of cognitive demands of mathematical tasks set up
by pre-service elementary school teachers.
so: J. Korean Soc. Math. Educ., Ser. C, Educ. Prim. Sch. Math. 18, No. 2, 61-75
(2015).
py: 2015
pu: Korean Society of Mathematical Education (KSME), Seoul
la: KO
cc: D50 D30 D49
ut: pre-service elementary school teachers; mathematical tasks; level of
cognitive demand
ci:
li:
ab: Summary: This study analyzed the characteristics of mathematical tasks
including the level of cognitive demands set up by pre-service
elementary school teachers. 50 pre-service teachers in $G$ university
of education who participated in their 4 weeks teaching practicum were
selected as subjects. They planned and implemented a mathematics lesson
with their lesson plans. Lesson plans, videos of their lessons,
transcripts of the videos were gathered and the characteristics of
mathematical tasks used in their lesson are analyzed. Through the
analysis, several conclusions were drawn as follow. First, 78\% of the
subjects use modified tasks in mathematics textbooks. Since the
modification or the construction of mathematical tasks gives a good
chance for constructing mathematical task knowledge for teaching, more
chance should be given to pre-service teachers to construct new tasks
or modify tasks in mathematics textbooks. Second, types of modification
done by pre-service teachers were categorized as number change
(15.6\%), situation change (78.1\%) and material change (6.3\%). As
{\it O. Chapman} [“Mathematical-task knowledge for teaching", J.
Math. Teach. Educ. 16, No. 1, 1‒6 (2013;
\url{doi:10.1007/s10857-013-9234-7})] emphasized the importance of
MtKT, pre-service teachers must have more MtKT by understanding the
characteristics of mathematical tasks. Third, the level of cognitive
demands required by mathematical tasks were relatively low. 74\% of
mathematical tasks were lower cognitive demands and only 26\% was
higher cognitive demands. The level of cognitive demands of tasks in
mathematics textbooks tended to be lowered by the directions given
right after the tasks were given. In this respect, the structure of
mathematics textbooks need to be changed.
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