How teachers learn to maintain the cognitive demand of tasks through Lesson Study
How teachers learn to maintain the cognitive demand of tasks through Lesson Study
复制标题
DOI：
10.1007/s10857-018-09423-y
复制
发表时间：
2020-06-01
影响因子：
2.1
通讯作者：
Espinoza, Gonzalo
中科院分区：
文献类型：
--
作者：
Estrella, Soledad;Zakaryan, Diana;Espinoza, Gonzalo
与数学学习改进相关的关键组成部分包括高认知需求任务的设计以及教师在教学过程中维持这些认知需求的能力。我们调查了两名参加三年级学生（8-9岁）课程学习小组的教师在实施统计课时影响认知需求维持和下降的因素。调查结果显示，与教师提问和反馈相关的维持因素、为学生推理提供的脚手架以及高水平表现的建模相关的维持因素发生了显着变化。就认知需求水平的下降而言，最大的变化出现在与任务的问题方面的常规化和课程管理中的问题相对应的因素中。根据我们在课程研究中与教师合作的结果，我们得出的结论是，在小学课堂上设计和实施保持高认知需求的统计任务是可能的。
Among the critical components related to the improvement of mathematics learning are the design of high cognitive demand tasks and teachers' ability to maintain these cognitive demands during their implementation of lessons. We investigate the factors affecting the maintenance and decline of cognitive demand in the implementation of a statistics lesson by two teachers who participated in a Lesson Study group for third graders (8-9 years old). The results of the investigation show notable changes in the maintenance factors associated with the teachers' questions and feedback, the scaffolding provided for the students' reasoning and the modelling of high-level performance. In terms of the decline in the level of cognitive demand, the greatest changes were found in factors corresponding to the routinization of problematic aspects of the task and to problems in lesson management. Based on the results of our collaborative work with teachers in the context of Lesson Study, we conclude that it is possible to design and implement statistical tasks in primary school classrooms that maintain high cognitive demand.