Juxtaposing Mathematical Extensions with Cognitvely Loaded Questions in the Mathematics Classrom
Date
2016-05
Journal Title
Journal ISSN
Volume Title
Publisher
University of Calgary
Abstract
Providing mathematical extensions (i.e. bonus questions) intended to evoke deep
mathematical thinking after students complete assigned tasks is challenging for
teachers. In this paper, we use the Variation Theory of Learning to challenge a
common misconception that mathematical extensions should include many
interrelated elements and impose a high cognitive load to promote deeper thinking.
We present an analysis of observed extensions and provide alternative routes.
Pedagogical implications for the design of mathematical extensions are presented.
Description
Keywords
Mathematical Knowledge for Teaching, Mathematical Extensions
Citation
Sabbaghan, S., et al. (2016, May). Juxtaposing Mathematical Extensions with Cognitively Loaded Questions in the Mathematics Classroom. In M. Takeuchi, A.P. Preciado Babb, & J. Lock. IDEAS 2016: Designing for Innovation Selected Proceedings. Paper presented at IDEAS 2016: Designing for Innovation, Calgary, Canada (pg 213-223). Calgary, Canada: Werklund School of Education, University of Calgary.