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Direct linkNi, Yujing; Zhou, Dehui; Li, Xiaoqing; Li, Qiong – Cognition and Instruction, 2014
This study, based on observation of 90 fifth-grade mathematics classes in Chinese elementary schools, examined how the task features, high cognitive demand, multiple representations, and multiple solution methods may relate to classroom discourse. Results indicate that high cognitive demand tasks were associated with teachers' use higher order…
Descriptors: Teacher Student Relationship, Cognitive Ability, Task Analysis, Mathematics Instruction
Sapire, Ingrid; Sorto, M. Alejandra – Prospects: Quarterly Review of Comparative Education, 2012
This study focuses on quantifying the quality of mathematics teaching in 183 randomly selected sixth grade classrooms: 100 from the North West province of South Africa and 83 from South East Botswana. The teaching quality is measured by coding videotaped lessons for three different components: mathematical proficiency, level of cognitive demand,…
Descriptors: Teacher Effectiveness, Teacher Characteristics, Foreign Countries, Mathematics Instruction
