Operationalized Criteria For Textbook Analysis: Using Cognitive Demand Level Framework

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Abstract

The Cognitive Demand Level (CDL) framework (Smith & Stein, 1998) has been widely used to analyze task complexity and cognitive demand levels. However, there is unclarity regarding the criteria for categorizing tasks into specific levels. This study aims to address the lack of operational clarity in applying the CDL framework. Focusing on third-grade fraction chapters from Iranian and Korean textbooks, we propose explicit operational criteria for categorizing tasks into the four CDL levels. Our suggested criteria consider the number of concepts, required actions, and representational complexity By illustrating how these criteria were applied, we aim to enhance transparency, consistency, and comparability in textbook analyses using the CDL framework.

Authors

• Boram Lee, Utah State University

• Seyedehkhadijeh Azimi Asmaroud, Virginia State University