Please use this identifier to cite or link to this item: http://hdl.handle.net/1880/51227
Title: Juxtaposing Mathematical Extensions with Cognitvely Loaded Questions in the Mathematics Classrom
Authors: Sabbaghan, Soroush
Babb, Paulino Preciado
Metz, Martina
Pinchbeck, Geoffrey
Aljarrah, Ayman
Davis, Brent
Keywords: Mathematical Knowledge for Teaching;Mathematical Extensions
Issue Date: May-2016
Citation: Sabbaghan, S., et al. (2016, May). Juxtaposing Mathematical Extensions with Cognitively Loaded Questions in the Mathematics Classroom. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 213-223). Calgary, Canada: Werklund School of Education, University of Calgary.
Abstract: Providing mathematical extensions (i.e. bonus questions) intended to evoke deep mathematical thinking after students complete assigned tasks is challenging for teachers. In this paper, we use the Variation Theory of Learning to challenge a common misconception that mathematical extensions should include many interrelated elements and impose a high cognitive load to promote deeper thinking. We present an analysis of observed extensions and provide alternative routes. Pedagogical implications for the design of mathematical extensions are presented.
URI: http://hdl.handle.net/1880/51227
ISBN: 978-0-88953-3905
Appears in Collections:IDEAS 2016: Designing for Innovation

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