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A Pair-Wise Analysis of the Cognitive Demand Levels of Mathematical Tasks Used During Classroom Instruction and Those Assigned for Homework

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Abstract

This research compared the cognitive demand levels of mathematical tasks engaged in during classroom instruction to paired mathematical tasks assigned for homework. The research took place in an eighth-grade classroom over the course of one school year. In total, the cognitive demand levels of 66 mathematical tasks were evaluated using the IQA Academic Rigor: Mathematics Rubric for the Potential of the Task (Boston & Smith, 2009). Results from this research showed that approximately two thirds of the time the mathematical tasks assigned for homework differed in levels from the tasks used during classroom instruction. Implications for student learning, classroom instruction, homework, and further research are discussed.

Résumé

Cette étude compare le niveau d’exigence cognitive des tâches mathématiques accomplies en classe et celui des tâches mathématiques données en devoir à faire à la maison. L’étude a été réalisée au cours d’une année scolaire, dans une classe de huitième année. Au total, le niveau d’exigence cognitive de 66 tâches mathématiques a été évalué au moyen du test d’évaluation de la qualité de l’enseignement de Boston et Smith (IQA Academic Rigor: Mathematics Rubric for the Potential of the Task, 2009). Les résultats montrent que, dans environ les deux tiers des cas, les tâches mathématiques données en devoir étaient d’un niveau différent de celui des tâches accomplies en classe pendant les cours. Les implications de cet état de fait sur l’apprentissage, l’enseignement en classe, les devoirs et la recherche future sont ensuite analysées.

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Authors and Affiliations

  1. Faculty of Education, Wilfrid Laurier University, 75 University Avenue West, Waterloo, Ontario, N2C 3L5, Canada

    Donna Kotsopoulos

  2. Department of Psychology, Faculty of Science, Wilfrid Laurier University, Waterloo, Ontario, Canada

    Joanne Lee

  3. Waterloo Region District School Board, Kitchener, Ontario, Canada

    Duane Heide

Authors
  1. Donna Kotsopoulos
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  2. Joanne Lee
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  3. Duane Heide
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Correspondence to Donna Kotsopoulos.

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Kotsopoulos, D., Lee, J. & Heide, D. A Pair-Wise Analysis of the Cognitive Demand Levels of Mathematical Tasks Used During Classroom Instruction and Those Assigned for Homework. Can J Sci Math Techn 11, 348–364 (2011). https://doi.org/10.1080/14926156.2011.624819

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