Challenges of maintaining cognitive demand during the limit lessons: understanding one mathematician’s class practices

• Dae S. Hong ^[1] ; Kyong Mi Choi ^[2]
  1. [1] University of Iowa

     University of Iowa

     City of Iowa City, Estados Unidos

     
  2. [2] University of Virginia

     University of Virginia

     Estados Unidos

     
• Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 50, Nº. 6, 2019, págs. 856-882
• Idioma: inglés
• Texto completo no disponible (Saber más ...)
• Resumen

  • In this study, we examined five limit lessons using Mathematical Tasks Framework to understand students’ opportunities to learn cognitively challenging tasks and maintain cognitive demand during limit lessons. Our analysis of Dr A’s five lessons shows that students rarely had opportunities to maintain or increase cognitive demand. There are two main factors that shaped her instructional practices, students and time. These two factors greatly influenced how she selects and implements limit tasks in her classes. To serve her students’ needs of knowing more rules, formulas and procedures, she selected and discussed those simple tasks a lot. Although Dr A thinks challenging tasks and asking demanding questions can be potentially good instructional practices, she thinks these instructional practices would not serve her students well. With these factors, we made possible recommendations to have more student-centred teaching.