Transforming secondary mathematics teaching: increasing the cognitive demands of instructional tasks used in teachers' classrooms

By Melissa D. Boston, M. Smith. 2009

262 citations recorded by the source corpus.

View Paper: https://www.semanticscholar.org/paper/408cf249afbf67dd7ee0afc40d71c68ffabce647

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Citations in the corpus

Opportunities for learning given to prospective mathematics teachers: between ritual and explorative instruction (2015, background): “Reports continue to show that classrooms are dominated by traditional types of instruction and that teachers, even when they do incorporate new instructional procedures into their practice, often do so in shallow, artificial ways (Boston and Smith 2009; Henningsen and Stein 1997).”
Connecting changes in secondary mathematics teachers’ knowledge to their experiences in a professional development workshop (2013, methodology): “Based on the observed changes in ESP teachers’ instructional practices identified in previous work (e.g., Boston 2006, Boston and Smith 2009), this investigation aims to ‘‘trace’’ the changes in teachers’ instructional practices back to teachers’ learning and experiences in the ESP professional…”
A Framework for Analyzing Cognitive Demand and Content-Practices Integration: Task Analysis Guide in Science (2015, methodology): “…three phases: first, as curricular or instructional materials, second as they are set up by the teacher in the classroom, and, finally, as implemented by students during the lesson (Arbaugh & Brown, 2005; Boston & Smith, 2009; Henningsen & Stein, 1997; Stein et al., 1996; Stein & Kaufman, 2010).”
RELATIONSHIP BETWEEN MATHEMATICAL LITERACY AND OPPORTUNITY TO LEARN WITH DIFFERENT TYPES OF MATHEMATICAL TASKS (2021, background): “Also, it is noticeable that residuals of the questions about WP and PT, and PMR and AMR were correlated, which could be due to the cognitive demands of mathematics tasks (Boston & Smith, 2009).”
Exploring the Function of Member Checking (2019, background): “While research exists on teachers who chose and enacted high cognitive demand tasks (Boston & Smith, 2009; Henningsen & Stein, 1997; Stein, Grover, & Henningsen, 1996), the researchers did not include teachers’ perspectives on the process of selecting and implementing cognitively demanding tasks to…”
Domain-specific prior knowledge and learning: A meta-analysis (2021, background): “The correlation was significantly higher for instruction with higher cognitive demands than for instruction with lower cognitive demands (for more information on cognitive demands, see Boston & Smith, 2009).”