An in-service primary teacher’s implementation of mathematical tasks: the case of length measurement and perimeter instruction

Coşkun, Sümeyra Doğan; Işıksal-Bostan, Mine

doi:10.1080/0020739x.2018.1522675

Cited by 3 publications

(3 citation statements)

References 37 publications

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“…Studies indicate that while the CDs of mathematical tasks included in the classroom resources are mostly high (Kotsopoulos et al 2011;Ubuz et al, 2010), teachers were not able to maintain the level of CDTs in the implementation phase (Doğan-Coşkun & Işıksal-Bostan, 2019;Henningsen & Stein, 1997;Stein et al, 2000;Ubuz & Sarpkaya, 2014). The findings before the PD, similarly, indicated that teachers were only able to implement 20% of the tasks at a high level and had typical classroom routines.…”

Section: Discussionmentioning

confidence: 99%

“…Briefly, we can build a setting to maintain the CD of tasks at a high level. However, studies (e.g., Doğan-Coşkun & Işıksal-Bostan, 2019;Stein et al, 1996;Ubuz & Sarpkaya, 2014) indicated that teachers mostly decline the cognitive demand of mathematical tasks in the implementation phase. Accordingly, it is not realistic to expect beginning teachers to maintain tasks at a high level.…”

Section: Figure 3 Possible Situations In Changes Of CD Of Tasksmentioning

confidence: 99%

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Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Bağdat,

Yanık

2023

JPSP

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This qualitative case study investigated the improvement of two beginning middle school mathematics teachers' instruction to implement cognitively demanding tasks and to orchestrate productive discussions by using five practices framework. For this purpose, the study was carried out in two phases: pre and during the professional development (PD). Data were collected through classroom observations, student artifacts, interviews, and teachers' planning and monitoring documents. The results displayed that, before the professional development, teachers did not make plans based on student thinking, not provide adequate time for students to explore the tasks, not build an environment based on classroom discussions, and they usually implemented cognitively low-demanding tasks. Along with the professional development, teachers deeply considered on the purpose of cognitively demanding tasks, but didn't reach an expected level on detailed anticipating. They constructed a classroom setting based on students' exploration of tasks and consideration of multiple solutions. They purposefully selected and sequenced different solutions, initiate discussions to connect students' approaches and underlying concepts. However, they didn't reach the expected level of making connections among different solutions. Eventually, they mostly maintained the cognitive demand of high-level tasks in the professional development period.

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Section: Discussionmentioning

confidence: 99%

Section: Figure 3 Possible Situations In Changes Of CD Of Tasksmentioning

confidence: 99%

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Bağdat,

Yanık

2023

JPSP

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“…incelense de bu düzeydeki etkinliklerin yazılı şekillerinin bilişsel istem düzeylerinin incelendiği bir çalışmaya rastlanmamıştır. İlkokul düzeyinde yapılan çalışmalarda sınırlı sayıdaki sınıf öğretmeninin sınıf içinde uyguladığı etkinliklerin bilişsel istem düzeyleri incelenmiştir (Doğan-Coşkun & Işıksal-Bostan, 2019;Yabaş & Altun, 2020). İlkokul matematik derslerinde öğrencilere sunulan etkinliklerin bilişsel istem düzeylerinin belirlenmiş olmaması öğrencilerimize nasıl bir matematiksel düşünme biçimi ve matematik öğrenme fırsatları sunduğumuz hakkında yeteri kadar bilgi sahibi olmadığımızı göstermektedir (Boston vd., 2019).…”

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Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

Dede

Ünal

Yilmaz

2023

Cukurova University Faculty of Education Journal

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As a result of the COVID-19 pandemic, distance education started at K-12 levels in the spring semester of the 2019-2020 school year. The Ministry of National Education had also published instructional tasks to be used in distance education at all grade levels in order to create mathematics learning opportunities for students and to provide resources for teachers. Well-structured and high-quality instructional tasks play an important role in students' learning mathematics. The aim of this study is to examine the quality of the elementary school mathematics tasks recommended for distance remedial education from multiple perspectives, in particular their cognitive demand levels. A total of 85 tasks focusing on 79 critical objectives in grades 1-4 mathematics were examined using document analysis. Results of this study showed that the majority of the tasks were at low cognitive demand level, cognitive demand levels did not show a balanced distribution, and some tasks had mathematical errors.

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A Review of the Mathematical Tasks Framework and Levels of Cognitive Demand

Hsu

Yao

2023

Research in Mathematics Education

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An in-service primary teacher’s implementation of mathematical tasks: the case of length measurement and perimeter instruction

Cited by 3 publications

References 37 publications

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Improving Turkish beginning mathematics teachers instruction: Using five practices to maintain cognitively demanding tasks

Examining the Quality of the Elementary School Mathematics Tasks Recommended for Distance Education

A Review of the Mathematical Tasks Framework and Levels of Cognitive Demand

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