
06454561
j
2015d.00636
Hsu, HuiYu
Silver, Edward A.
Cognitive complexity of mathematics instructional tasks in a Taiwanese classroom: an examination of task sources.
J. Res. Math. Educ. 45, No. 4, 460496 (2014).
2014
National Council of Teachers of Mathematics (NCTM), Reston, VA
EN
G43
U23
D53
geometry
teaching methods
problem solving
task analysis
textbook evaluation
difficulty level
cognitive processes
visual aids
cognitive complexity
cognitive demand
diagrams
instructional tasks
http://www.nctm.org/publications/article.aspx?id=42529
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 problemsolving 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 problemsolving 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.