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Transforming Secondary Mathematics Teaching: Increasing the Cognitive Demands of Instructional Tasks Used in Teachers’ Classrooms

Melissa Boston; Margaret Smith 

March 2009, Volume 40, Issue 2, Page 119

Abstract:
Mathematics teachers’ selection and implementation of instructional tasks were analyzed before, during, and after their participation in a professional development initiative that focused on selecting and enacting cognitively challenging mathematical tasks.

Keywords:
Research Studies
Conceptual Development
Grades 9-12
Higher Education
Teacher
Professional Development / Teacher Education
Theory