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Understanding Cognitive Demands in Math Tasks

Learn to identify cognitive demand levels in mathematical tasks and locate them in your materials. Explore features and engage in group sorting activities and discussions.

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Understanding Cognitive Demands in Math Tasks

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  1. Are All Math Tasks Created Equally? Lee Ann Pruske Dana Thome Pruskelx @Milwaukee.k12.wi.us Thomedk@Milwaukee.k12.wi.us National Conference of Teachers of Mathematics Philadelphia, PA April 2012

  2. We Are Learning To . . . Understand and identify the cognitive demand levels of mathematical tasks.

  3. Success Criteria • We will be successful if at the end of the session, we can understand and identify the features of the four levels of cognitive demand of mathematical tasks, and begin to understand where the tasks are located in your textbook materials.

  4. Building Academic Vocabulary • Discuss with your shoulder partner what you think Cognitive Demand is.

  5. Cognitive Demand… • “The kind and level of thinking required of students in order to successfully engage with and solve the task.” Stein, Smith, Henningsen, & Silver, (2000)

  6. Reading: “Analyzing Mathematics Instructional Tasks” • Individually read the article. • Each person share one idea from the article at your table.

  7. Low Level Cognitive Demands Memorization Tasks Procedures Without Connections to understanding, meaning or concepts Tasks High Level Cognitive Demands Procedures With Connections to understanding, meaning or concepts Tasks Doing Mathematics Tasks Four Levels of Cognitive Demand in Mathematical Tasks

  8. Table Group Sort Activity • Lay out the 4 green category cards • Deal out the 8 blue Mathematical Task Cards to everyone in the group. • Refer to the “Task Analysis Guide” for criteria. • As you place your Mathematical Task cards into a category, explain your reasoning. • Help each other justify the placements.

  9. Cognitive Demands and Features Sample Tasks

  10. Materials Discussion • Where do you find high level cognitive demand questions in your curricular materials? • Turn and talk to a neighbor.

  11. “When teachers take the opportunity to analyze the tasks, they become more alert to the potential for slippage between intentions and actions in their teaching. Stein, Smith, Henningsen, & Silver, (2000)

  12. Success Criteria • We will be successful if at the end of the session, we can understand and identify the features of the four levels of cognitive demand of mathematical tasks, and begin to understand where the tasks are located in your textbook materials.

  13. Take Aways… As you walk away, think about these three questions: • Which of the four levels of cognitive demand are you most comfortable with? • Which one do you understand the least? • Something I want to know more about is…?

  14. Thank you for coming! • Resources can be found at • www.mmp.uwm.edu • Pruskelx @Milwaukee.k12.WI.US • Thomedk@Milwaukee.k12.WI.US Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

  15. TASKS As they appear in curricular/ instructional materials TASKS As set up by teachers TASKS As implemented by students Student Learning Mathematical Tasks Framework • Figure 1.3 A representation of how mathematical tasks unfold during classroom instruction. (Stein & Smith, 1998, Mathematics Teaching in the Middle School)

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