Mathematical Reasoning in School Tasks

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Impact of authenticity on sense making in word problem solving (2008, background): “solution strategies is an important reason for students’ difficulties with nonroutine tasks in different areas of mathematics and for students at different ages (see for example Hegarty, Mayer, & Monk, 1995; Lithner, 2000; Schoenfeld, 1985; Verschaffel, De Corte, & Vierstraete, 1999).”
Investigating the secondary–tertiary transition (2008, background): “In a similar way, Lithner (2000) distinguishes between two types of mathematical reasoning: plausible reasoning meant to guide towards what probably is the truth and based on mathematical properties; and reasoning based on established experiences.”
Principles for designing mathematical tasks that enhance imitative and creative reasoning (2017, background): “Superficial rote learning strategies can be a major obstacle to learning and using mathematics (Lithner 2000, 2003, 2008; Boesen et al.”