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Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom: An Examination of Task Sources

Hui-Yu Hsu and Edward A. Silver 

July 2014, Volume 45, Issue 4, Page 460

Abstract:
The authors examined geometric calculation with number tasks used within a unit of geometry instruction in a Taiwanese classroom, identifying the source of each task used in classroom instruction and analyzing the cognitive complexity of each task with respect to 2 distinct features: diagram complexity and problem-solving complexity. Implications of task analysis on geometry domain and textbook analysis studies are discussed.

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Supplementary Materials for Cognitive Complexity of Mathematics Instructional Tasks in a Taiwanese Classroom

Keywords:
Article
Research
Problem Solving / Problem Posing