Teaching primary mathematics with challenging tasks: How should lessons be structured?

Cognitively Demanding Tasks: Supporting Students and Teachers during Engagement and Implementation

“…Students were assessed for both fluency performance and problem-solving performance on two consecutive units of instruction-patterning and addition. Russo and Hopkins (2019) reported a statistically significant difference between the discussion-first scores and the task-first scores for students' fluency performance, with higher scores reported in the discussion-first lessons. In contrast, there was not a statistically significant difference for students' problem-solving performance.…”

“…In contrast, there was not a statistically significant difference for students' problem-solving performance. Lastly, the authors reported a statistically significant difference with respect to time (i.e., pre vs. post), which suggests that teaching with cognitively demanding tasks, regardless of their placement within instruction, largely influenced both students' fluency performance and problem-solving performance (Russo & Hopkins, 2019).…”

“…In addition to the types of tasks implemented, the placement of cognitively demanding tasks within instruction-before instruction or after instruction-may affect students' learning outcomes (Russo & Hopkins, 2019). Three primary grade classes were randomly assigned to one of the three lesson structures: Task-First Approach, Discussion-First Approach, or Alternating Approach.…”

Inspirational Teachers’ Model: A Constructivist Grounded Theory Study in Gifted Education

“…Moreover, a common element to promote an optimal learning environment was challenge (Assouline et al, 2018; Scager et al, 2014). Challenging activities are cognitively demanding and involve intellectual stimulation and engagement (Russo & Hopkins, 2019; Sullivan et al, 2014). Challenging gifted students is associated with several benefits for these students, such as the promotion of intrinsic motivation and optimal learning (Diezmann & Watters, 2002), flow experiences (Thomas, 2011), and the prevention of boredom (van Tilburg & Igou, 2012).…”

Αλγοριθμικές Διαδικασίες Ως Κύρια Μαθηματική Γνώση

“…Οι δάσκαλοι των Μαθηματικών (ή αυτοί που διδάσκουν Μαθηματικά) μπορούν να λειτουργήσουν ως καθοριστικοί διαμεσολαβητές, ώστε να εισαχθούν και να ενσωματωθούν στην εκπαίδευση εκπαιδευτικές μεταρρυθμίσεις, καινοτομίες και τροποποιήσεις στα Προγράμματα Σπουδών (Prestridge & Main, 2018;Serdyukov, 2017;Furinghetti, 1997). Μάλιστα, έχει βρεθεί (Russo & Hopkins, 2019;Gilbert et al, 2014;Jong et al, 2010;Adamson et al, 2003) ότι οι μαθητές, των δασκάλων εκείνων που εφαρμόζουν καινοτομικές πρακτικές διδασκαλίας και υιοθετούν μεταρρυθμίσεις, πετυχαίνουν όχι μόνο υψηλότερους βαθμούς και καλύτερες επιδόσεις σε διάφορα τεστ, αλλά και ωφελούνται μαθησιακά περισσότερο.…”