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

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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 languageEnglish
Pages (from-to)21-27
Number of pages7
JournalAustralian Primary Mathematics Classroom
Volume22
Issue number1
Publication statusPublished - 2017

Keywords

  • Mathematics Education
  • Primary Education
  • Cognitive load
  • Task design

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