Effects of Classroom Management on Cognitively Demanding Mathematical Tasks and the Implications for Instructional Practices

• In Event: Roundtable Session 5
  In Roundtable Session: Classroom Management in Different Countries, Subject Areas, and Venues

Abstract

Mathematical tasks form the foundation for students’ learning in school mathematics and students’ development of mathematical thinking is reliant on the nature of the tasks they engage in during instruction. Research on mathematical tasks has shown that difficulty with classroom management was a factor that influenced the decline in cognitive demand in most mathematical tasks. Since classroom management is a concern of both novice and more experienced teachers, this qualitative study explored how different elements of classroom management affected the cognitive demand level of mathematical tasks with Standards-based instructional materials.

Results indicate when certain elements of classroom management are present during lessons; there is a better chance that high cognitive demand can be maintained than when those elements are absent

Author

• Candace Barriteau Phaire, The College of New Rochelle