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Direct linkHong, Dae S.; Choi, Kyong Mi – International Journal of Mathematical Education in Science and Technology, 2019
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…
Descriptors: Cognitive Processes, Difficulty Level, Mathematics Instruction, Calculus
Download full textHong, Dae S.; Choi, Kyong Mi; Hwang, Jihyun; Runnalls, Cristina – International Journal of Research in Education and Science, 2017
In this study, we examined 10 integral lessons to understand students' opportunities to learn cognitively challenging tasks and maintain cognitive demand during integral lessons. Our findings reveal issues with implemented tasks as well as the way these tasks were presented to students. We also examined mathematicians' reasons behind their…
Descriptors: Student Experience, Instructional Effectiveness, Calculus, Educational Quality
