In Search of Cognitively Demand Learning Tasks: A Case of Texas on Alignment Among a Mathematics Textbook, State Standards, and State Assessment

• In Event: Marriott Roundtable Session One
  In Roundtable Session: Exploring the Academic Rigor of Curriculum Resources and Assessment (Table 4)

Abstract

Cognitive learning tasks play an important role in mathematics education. As such, instructional materials are expected to consist of both low and high levels of cognitive learning tasks. Drawing on textbook and state assessments in Texas, this study examined the levels of cognitive learning tasks and the alignment between the textbook and state assessments in terms of cognitive demand tasks. The findings showed most of the learning tasks required low levels of cognitive demand in both textbook and state assessment as well as the alignment between the textbook and the state assessment in terms of cognitive demand task. The study suggests that students need to be provided more opportunities to expose and engage in high levels of cognitive learning tasks.

Authors

• Hyunjin Shim, Texas Tech University
  Presenting Author

• Jeasik Cho, Texas Tech University
  Presenting Author