Solving The Mathematical Tasks As A Framework For Reflection

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Introduction In this paper I will be discussing the mathematical task framework, low cognitive demand and high cognitive demand by using two different articles. The research I will be using is from “Mathematical Tasks as a Framework for Reflection: From Research to Practice” by Mary Kay Stein and Margaret Schwan Smith and “Selecting and Creating Mathematical Tasks: From Research to Practice” by Margaret Schwan Smith and Mary Kay Stein. I have been given several different tasks that I have analyzed and put in high cognitive demand or in low cognitive demand. I will explain why I have chosen high or low cognitive demand for each task with using different approaches such as memorization, procedures without connections, procedures with connections, and doing mathematics. Mathematical Task Framework Mary Kay Stein and Margaret Schwan Smith built mathematical tasks around the idea that the tasks used in the classroom form the basis for students’ learning. According to Stein and Smith, “a task is defined as a segment of classroom activity that is devoted to the development of a particular mathematical idea. A task can involve several related problems or extended work, up to an entire class period, on a single complex problem” (Stein & Smith, 1998, p. 269). Some tasks can be from twenty to thirty minutes long. The Mathematical Tasks Framework can be divided into three phases: “first, the task appears in curricular or instructional materials on the printed pages of textbooks,
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