Professional development in statistics, technology, and cognitively demanding tasks: classroom implementation and obstacles

Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

“…In some studies, teachers were provided opportunities to engage with cognitively demanding tasks absent the context of classroom instruction, either through formal task sorts, adapting low-level tasks to high-level tasks, planning and teaching mock lessons, engaging with an online community, or solving tasks as a mathematics learner. When the primary support only included the opportunity to engage with cognitively demanding tasks absent the context of classroom instruction, while teachers might have improved in their knowledge or dispositions related to the tasks, there were generally limited or no effects on their subsequent selection and implementation of such tasks (Arbaugh & Brown, 2005;Foley et al, 2012).…”

“…Third, Foley et al (2012) examined the effects of a year-long professional development targeting teachers' use of cognitively demanding tasks to teach statistics. Similar to other task-based professional development, the training made use of both the Task Analysis Guide (Stein et al, 2000) and the Mathematical Task Framework .…”

“…Other changes attributed to the training included resequencing instruction to begin with more challenging tasks before moving to procedural computations, rewriting exam questions to increase the cognitive demand, and an increase in classroom discourse. When considering constraints to implementing tasks, four of the five participants identified time as the largest barrier to implementation (Foley et al, 2012).…”

“…(Creager et al, 2021) Planning and implementing mock instruction An opportunity to plan and then implement a lesson that includes cognitively demanding tasks, but in the context of other teachers. (Foley et al, 2012) Solve mathematics tasks An opportunity for teachers to determine task features associated with tasks of varying levels of cognitive demand. (Boston & Smith, 2009, 2011 Task analysis guide A four-level framework used to assign the level of cognitive demand associated with a task.…”

Upprifjunaráfangar framhaldsskóla í stærðfræði: Skapandi og krefjandi vinna eða stagl?

“…Það hefur verið talið nauðsynlegt að kennarar þjálfi sig í að leggja fyrir slík viðfangsefni og stuðli þannig að því að nemendur beiti greinandi hugsun til að dýpka skilning sinn á staerðfraeðihugtökum (Norton og Kastberg, 2012). Tímaskortur, aðgengi að aðstoð og hjálpargögnum ásamt fyrri árangri nemenda eru daemi um breytur sem taldar eru hafa mikil áhrif á það hvernig kennarar nýta slík verkefni (Foley, Khoshaim, Alsaeed og Nihan Er, 2012 Mismunandi tegundir staerðfraeðiskilnings Í seinni tíð hefur á fraeðasviði staerðfraeðimenntunar verið lögð meiri áhersla á að nemendur byggi upp skilning á staerðfraeði en að þeir leggi reikniaðferðir á minnið. Skilning er erfitt að skilgreina nákvaemlega enda haegara sagt en gert að draga línuna milli þess að skilja og skilja ekki.…”