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.
Refereed
Yes
Sponsorship
Werklund School of Education, Galileo Educational Network
