![]() Journal for Research in Mathematics Education, 40(2),119–156.īrophy, J. Transforming secondary mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers’ classrooms. Bosch (Eds.), Proceedings of the fourth congress of the European Society for research in mathematics education (pp. Science or magic? The use of models and theories in didactics of mathematics. Creating mathematical futures through an equitable teaching approach: The case of Railside School. Toronto, Ontario, Canada.īoaler, J., & Staples, M. In Proceedings of the 26th meeting of the North American chapter of the international group for the psychology of mathematics education. The importance of depth and breadth in the analysis of teaching: A framework for analyzing teacher questions. American Educational Research Journal, 47(1), 133–180.īoaler, J., & Brodie, K. Teachers’ mathematical knowledge, cognitive activation in the classroom, and student progress. American Psychologist, 51(4), 355–365.īaumert, J., Kunter, M., Blum, W., Voss, T., Jordan, A., Klusmann, U., et al. ACT: A simple theory of complex cognition. Journal of the Learning Sciences, 21(2), 247–286.Īnderson, J. Embodiment in mathematics teaching and learning: Evidence from learners’ and teachers’ gestures. Implications for intelligent tutoring system design and research are discussed.Īlibali, M. Several contextual design features were associated with this decline. However, just as in classrooms, student enactment was often at lower levels of demand than designed. In general, designed levels predicted how students enacted the tasks. Individual tutor tasks are coded for designed level of cognitive demand and compared to students’ enacted level of cognitive demand. This framework is then tested against think-aloud data from students using a model tracing tutor designed to teach proportional reasoning skills in the context of robotics movement planning problems. To analyze the support of student intellectual work in the model tracing tutor case, we adapt a cognitive demand framework that has been previously applied with success to teacher-guided mathematics classrooms. ![]() We examine the situations in which such supportive computer technologies may devolve into mindless student work with little conceptual understanding or student development. Model tracing tutors represent a technology designed to mimic key elements of one-on-one human tutoring. ![]()
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