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Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning

Marjorie Henningsen and Mary Kay Stein
Journal for Research in Mathematics Education
Vol. 28, No. 5 (Nov., 1997), pp. 524-549
DOI: 10.2307/749690
Stable URL: http://www.jstor.org/stable/749690
Page Count: 26
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Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning
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Abstract

In order to develop students' capacities to "do mathematics," classrooms must become environments in which students are able to engage actively in rich, worthwhile mathematical activity. This paper focuses on examining and illustrating how classroom-based factors can shape students' engagement with mathematical tasks that were set up to encourage high-level mathematical thinking and reasoning. The findings suggest that when students' engagement is successfully maintained at a high level, a large number of support factors are present. A decline in the level of students' engagement happens in different ways and for a variety of reasons. Four qualitative portraits provide concrete illustrations of the ways in which students' engagement in high-level cognitive processes was found to continue or decline during classroom work on tasks.

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