CLASS challenging tasks: Using cognitive Load theory to inform the design of challenging mathematical tasks

James Russo; Sarah Hopkins

CLASS challenging tasks: Using cognitive Load theory to inform the design of challenging mathematical tasks

Research output: Contribution to journal › Article › Other › peer-review

Abstract

This paper outlines a seven step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

Original language	English
Pages (from-to)	21-27
Number of pages	7
Journal	Australian Primary Mathematics Classroom
Volume	22
Issue number	1
Publication status	Published - 2017

Keywords

Mathematics Education
Primary Education
Cognitive load
Task design

Cite this

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