Task Cognitive Demand in Mathematics

• In Event: Mind, Brain, and Education in Theory and Practice

Abstract

Mathematics teachers often work with students to develop strategies for solving complex and cognitively demanding tasks as they learn mathematics. Under existing task analysis frameworks, it is suggested that teachers examine cognitive demand as a means to assign appropriate mathematics tasks to students. The purpose of this study is to analyze mathematics tasks and identify how neurocognitive data may allow additional insights into levels of cognitive demand not available in task-based analysis frameworks such as the Mathematics Task Framework (MTF). Using example tasks from the MTF, this study compares cognitive demand levels from the MTF data and from neurocognitive data for sixty fifth grade students. Results illustrate differences between MTF derived cognitive demand and cognitive demand derived from neurocognitive data.

Authors

• Richard Lamb, East Carolina University
  Non-Presenting Author

• Norah Mansour Almusharraf, Prince Sultan University
  Presenting Author