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

Artigo2022

Christopher W. Parrish; Kelly O. Bryd

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Resumo

A clear relationship exists between the consistent selection and implementation of cognitively demanding tasks and students' conceptual understanding of mathematics. However, mathematics teachers often struggle to maintain the cognitive demand of implemented tasks, with a number of factors identified as contributing to this decline. As many students have limited opportunity to engage with cognitively demanding tasks, the percentage of students proficient in mathematics remains low and unchanged. Given that the consistent opportunity to engage with cognitively demanding tasks is key to increasing the percentage of students proficient in mathematics, understanding the role of tasks in the mathematics classroom is of essence to both mathematics students and the field of mathematics education. As such, the purpose of this paper is to describe the role of cognitively demanding tasks in the mathematics classroom, the barriers to task implementation, and the supports for students and teachers related to either their engagement with or implementation of cognitively demanding tasks.

Dados da obra

Tipo
Artigo
Periódico
International Electronic Journal of Mathematics Education
Ano
2022
Idioma
en
Palavras-chave
Cognitive Processes; Difficulty Level; Learner Engagement; Curriculum Implementation; Mathematics Education; Mathematics Activities; Faculty Development
Temas
Currículo
Acesso
Download disponível
Fontes
ERIC — Education Resources Information Center
Na Biblioteca desde
01/10/2026 · verificada em 03/10/2026

Como citar

ABNT
PARRISH, Christopher W.; BRYD, Kelly O.. Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation. International Electronic Journal of Mathematics Education, 2022. Disponível em: https://eric.ed.gov/?id=EJ1343176. Acesso em: 5 nov. 2026.

APA

Parrish, C. W., & Bryd, K. O. (2022). Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation. International Electronic Journal of Mathematics Education. https://eric.ed.gov/?id=EJ1343176

BibTeX
@article{parrish2022,
  author = {Parrish, Christopher W. and Bryd, Kelly O.},
  title = {Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation},
  year = {2022},
  journal = {International Electronic Journal of Mathematics Education},
  url = {https://eric.ed.gov/?id=EJ1343176},
  language = {en}
}
RIS
TY  - JOUR
AU  - Parrish, Christopher W.
AU  - Bryd, Kelly O.
TI  - Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation
PY  - 2022
JO  - International Electronic Journal of Mathematics Education
UR  - https://eric.ed.gov/?id=EJ1343176
LA  - en
ER  -

Referência gerada automaticamente a partir dos metadados das fontes; confira com o documento original. Baixar BibTeX · Baixar RIS

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