Stein, Grover, & Henningsen (1996)
The article Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms was written by Mary Kay Stein, Barbara Grover, and Marjorie Henningsen and published in the American Educational Research Journal in 1996. The article is available from Sage Publications at http://aer.sagepub.com/content/33/2/455.
Abstract
This article focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used during reform-oriented instruction was analyzed in terms of (a) task features (number of solution strategies, number and kind of representations, and communication requirements) and (b) cognitive demands (e.g., memorization, the use of procedures with [and without] connections to concepts, the "doing of mathematics"). The findings suggest that teachers were selecting and setting up the kinds of tasks that reformers argue should lead to the development of students' thinking capacities. During task implementation, the task features tended to remain consistent with how they were set up, but the cognitive demands of high-level tasks had a tendency to decline. The ways in which high-level tasks declined as well as factors associated with task changes from the set-up to implementation phase were explored.
Detailed Summary of Building Student Capacity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms
Conceptual Framework
Mathematical Tasks
Task Set Up and Implementation
Methodology
Data Sources
Sampling Procedure
Coding
Analysis Procedures
Results
Description of Mathematical Tasks
Task Set Up
Task Implementation
Factors Associated With How High-Level Tasks Were Implemented
Discussion
Instruction in Project Classrooms: Implications for Reform
Implications for Research
About
Mendeley
APA
Stein, M. K., Grover, B. W., & Henningsen, M. A. (1996). Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms. American Educational Research Journal, 33(2), 455–488. doi:10.3102/00028312033002455
BibTeX
@article{Stein1996,
abstract = {This article focuses on mathematical tasks as important vehicles for building student capacity for mathematical thinking and reasoning. A stratified random sample of 144 mathematical tasks used during reform-oriented instruction was analyzed in terms of (a) task features (number of solution strategies, number and kind of representations, and communication requirements) and (b) cognitive demands (e.g., memorization, the use of procedures with [and without] connections to concepts, the “doing of mathematics”). The findings suggest that teachers were selecting and setting up the kinds of tasks that reformers argue should lead to the development of students’ thinking capacities. During task implementation, the task features tended to remain consistent with how they were set up, but the cognitive demands of high-level tasks had a tendency to decline. The ways in which high-level tasks declined as well as factors associated with task changes from the set-up to implementation phase were explored.},
author = {Stein, Mary Kay and Grover, Barbara W. and Henningsen, Marjorie A.},
doi = {10.3102/00028312033002455},
journal = {American Educational Research Journal},
number = {2},
pages = {455--488},
title = {{Building student capacity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms}},
url = {http://aer.sagepub.com/content/33/2/455.short},
volume = {33},
year = {1996}
}