Work

Juxtaposing Mathematical Extensions with Cognitvely Loaded Questions in the Mathematics Classrom

Year: 2016

Type: article

Abstract: Providing mathematical extensions (i.e. bonus questions) intended to evoke deep mathematical thinking after students complete assigned tasks is challenging for teachers. In this paper, we use the Variation Theory of Learning to challenge a common misconception that mathematical extensions should include many interrelated elements and impose a high cognitive load to promote deeper thinking. We present an analysis of observed extensions and provide alternative routes. Pedagogical implications for the design of mathematical extensions are presented.

Source: Libraries and Cultural Resources (University of Calgary)

DOI: 10.11575/prism/5262

Authors: Sabbaghan, Soroush, Babb, Paulino Preciado, Metz, Martina, Pinchbeck, Geoffrey, Aljarrah, Ayman, Davis, Brent

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2774584276

FWCI:

Cites:

Cited by:

Related to: 10