Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning

被引:337
作者
Henningsen, M
Stein, MK
机构
[1] Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, 3939 O'Hara Street
[2] Learning Research and Development Center, University of Pittsburgh, Pittsburgh, PA 15260, 3939 O'Hara Street
关键词
D O I
10.2307/749690
中图分类号
G40 [教育学];
学科分类号
040101 ; 120403 ;
摘要
In order to develop students' capacities to ''do mathematics,'' classrooms must become environments in which students are able to engage actively in rich, worthwhile mathematical activity. This paper focuses on examining and illustrating how classroom-based factors can shape students' engagement with mathematical tasks that were set up to encourage high-level mathematical thinking and reasoning. The findings suggest that when students' engagement is successfully maintained at a high level, a large number of support factors are present. A decline in the level of students' engagement happens in different ways and for a variety of reasons. Four qualitative portraits provide concrete illustrations of the ways in which students' engagement in high-level cognitive processes was found to continue or decline during classroom work on tasks.
引用
收藏
页码:524 / 549
页数:26
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