id: 06454561
dt: j
an: 2015d.00636
au: Hsu, Hui-Yu; Silver, Edward A.
ti: Cognitive complexity of mathematics instructional tasks in a Taiwanese
classroom: an examination of task sources.
so: J. Res. Math. Educ. 45, No. 4, 460-496 (2014).
py: 2014
pu: National Council of Teachers of Mathematics (NCTM), Reston, VA
la: EN
cc: G43 U23 D53
ut: geometry; teaching methods; problem solving; task analysis; textbook
evaluation; difficulty level; cognitive processes; visual aids;
cognitive complexity; cognitive demand; diagrams; instructional tasks
ci:
li: http://www.nctm.org/publications/article.aspx?id=42529
ab: Summary: We 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. We found that
instructional tasks were drawn from multiple sources, including
textbooks, tests, supplemental materials, and the teacher. Our analysis
of cognitive complexity indicated that the instructional tasks
frequently involved both diagram complexity and problem-solving
complexity. Moreover, the geometric calculation with number tasks from
nontextbook sources tended to be more cognitively demanding than those
found in the textbooks. Implications of task analysis on geometry
domain and textbook analysis studies are discussed.
rv: