Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years

James Anthony Russo; Sarah Lisa Hopkins

Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

Abstract

The current investigation systematically contrasted teaching with cognitively demanding(challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks suggest that each type of lesson structure has distinct strengths. It is concluded that teachers should consider varying the structure of the lesson to provide a range of learning experiences for students.

Original language	English
Title of host publication	40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia
Editors	A Downton, S Livy, J Hall
Place of Publication	Melbourne
Publisher	Mathematics Education Research Group of Australasia (MERGA)
Pages	450-457
Number of pages	8
Publication status	Published - 2017
Event	Annual conference of the Mathematics Education Research Group of Australasia 2017 - Monash University, Melbourne, Australia Duration: 2 Jul 2017 → 6 Jul 2017 Conference number: 40th https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Conference

Conference	Annual conference of the Mathematics Education Research Group of Australasia 2017
Abbreviated title	MERGA 2017
Country/Territory	Australia
City	Melbourne
Period	2/07/17 → 6/07/17
Internet address	https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2017_MERGA_annual_conference_proceedings.aspx (Proceedings)

Access to Document

http://www.cvent.com/events/40-years-on-we-are-still-learning/event-summary-0a80e52fc6c34aa597dcedacbf8f5ffb.aspx

Cite this

Russo, J. A., & Hopkins, S. L. (2017). Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia (pp. 450-457). Mathematics Education Research Group of Australasia (MERGA). http://www.cvent.com/events/40-years-on-we-are-still-learning/event-summary-0a80e52fc6c34aa597dcedacbf8f5ffb.aspx

Russo, James Anthony ; Hopkins, Sarah Lisa. / Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years. 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. editor / A Downton ; S Livy ; J Hall. Melbourne : Mathematics Education Research Group of Australasia (MERGA), 2017. pp. 450-457

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title = "Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years",

abstract = "The current investigation systematically contrasted teaching with cognitively demanding(challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks suggest that each type of lesson structure has distinct strengths. It is concluded that teachers should consider varying the structure of the lesson to provide a range of learning experiences for students. ",

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publisher = "Mathematics Education Research Group of Australasia (MERGA)",

address = "Australia",

note = "Annual conference of the Mathematics Education Research Group of Australasia 2017, MERGA 2017 ; Conference date: 02-07-2017 Through 06-07-2017",

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Russo, JA & Hopkins, SL 2017, Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years. in A Downton, S Livy & J Hall (eds), 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Mathematics Education Research Group of Australasia (MERGA), Melbourne, pp. 450-457, Annual conference of the Mathematics Education Research Group of Australasia 2017, Melbourne, Victoria, Australia, 2/07/17. <http://www.cvent.com/events/40-years-on-we-are-still-learning/event-summary-0a80e52fc6c34aa597dcedacbf8f5ffb.aspx>

Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years. / Russo, James Anthony ; Hopkins, Sarah Lisa.
40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. ed. / A Downton; S Livy; J Hall. Melbourne: Mathematics Education Research Group of Australasia (MERGA), 2017. p. 450-457.

Research output: Chapter in Book/Report/Conference proceeding › Conference Paper › Research › peer-review

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T1 - Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years

AU - Russo, James Anthony

AU - Hopkins, Sarah Lisa

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PY - 2017

Y1 - 2017

N2 - The current investigation systematically contrasted teaching with cognitively demanding(challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks suggest that each type of lesson structure has distinct strengths. It is concluded that teachers should consider varying the structure of the lesson to provide a range of learning experiences for students.

AB - The current investigation systematically contrasted teaching with cognitively demanding(challenging) tasks using a task-first lesson structure with that of a teach-first lesson structure in a primary school setting (Year 1 and 2). The findings indicate that there is more than one way of incorporating challenge tasks into mathematics lessons to produce sizeable learning gains. Analyses of interviews with teachers and students regarding their perceptions of learning with challenging tasks suggest that each type of lesson structure has distinct strengths. It is concluded that teachers should consider varying the structure of the lesson to provide a range of learning experiences for students.

M3 - Conference Paper

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BT - 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia

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A2 - Livy, S

A2 - Hall, J

PB - Mathematics Education Research Group of Australasia (MERGA)

CY - Melbourne

T2 - Annual conference of the Mathematics Education Research Group of Australasia 2017

Y2 - 2 July 2017 through 6 July 2017

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Russo JA , Hopkins SL. Examining the Impact of Lesson Structure when Teaching with Cognitively Demanding Tasks in the Early Primary Years. In Downton A, Livy S, Hall J, editors, 40 years on: We are still learning! Proceedings of the 40th Annual Conference of the Mathematics Education Research Group of Australasia. Melbourne: Mathematics Education Research Group of Australasia (MERGA). 2017. p. 450-457