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Mediating the Cognitive Demand of Lessons in Real-World Settings

A challenge for secondary mathematics teachers is to be able to design learning experiences so as to manage the level of cognitive demand of lessons and tasks to ensure students will engage with these and learn from the experience. A framework for engineering the cognitive demand of tasks, lessons, and lesson sequences will be illustrated within the context of Year 9/10 using a teacher designed task implemented during the year.

Stillman, G., Edwards, I., & Brown, J. (2004) Mediating the cognitive demand of lessons in real-world settings. In B. Tadich, P. Sullivan, S. Tobias, C. Breen (Eds.) Towards Excellence in Mathematics. Proceedings of the Forty-first Annual Conference of the Mathematical Association of Victoria, 489-500. ISBN 1-920892-55-9. Brunswick, VIC.



For information about this page, contact: Kaye Stacey
Contact Email Address: k.stacey@unimelb.edu.au
Department Homepage: http://www.edfac.unimelb.edu.au/sme/
Faculty Homepage: www.edfac.unimelb.edu.au/
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