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Juxtaposing Mathematical Extensions with Cognitvely Loaded Questions in the Mathematics Classrom

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Author
Sabbaghan, Soroush
Babb, Paulino Preciado
Metz, Martina
Pinchbeck, Geoffrey
Aljarrah, Ayman
Davis, Brent
Faculty
Werklund School of Education
Accessioned
2016-05-16T20:45:02Z
Available
2016-05-16T20:45:02Z
Issued
2016-05
Subject
Mathematical Knowledge for Teaching
Mathematical Extensions
Type
unknown
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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
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.
Faculty
Werklund School of Education
Institution
University of Calgary
Url
https://werklund.ucalgary.ca/ideas/
Publisher
University of Calgary
Doi
http://dx.doi.org/10.11575/PRISM/5262
Uri
http://hdl.handle.net/1880/51227
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