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

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    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
    Issue number1
    Publication statusPublished - 2017


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

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