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• Stein, Grover, & Henningsen (1996)
  ...acity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms''</span> ...acity for Mathematical Thinking and Reasoning: An Analysis of Mathematical Tasks Used in Reform Classrooms'' was written by [[Mary Kay Stein]], [[Barbara Gr
  3 KB (389 words) - 05:15, 30 October 2013
• Henningsen & Stein (1997)
  ...ent Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning}} ...nitive processes was found to continue or decline during classroom work on tasks.
  3 KB (400 words) - 05:23, 4 December 2013
• Arbaugh & Brown (2005)
  {{Title|Analyzing Mathematical Tasks: A Catalyst for Change?}} ...h indicates that the teachers showed growth in the ways that they consider tasks, and that some of the teachers changed their patterns of task choice. Furth
  3 KB (400 words) - 20:31, 29 May 2021
• Marjorie Henningsen
  ...ent cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning]]. [[Journal for Research in Mathematics Education]] ...acity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms]]. American Educational Research Journal, 33(2),
  1 KB (123 words) - 04:09, 21 October 2013
• Barbara Grover
  ...acity for mathematical thinking and reasoning: An analysis of mathematical tasks used in reform classrooms]]. American Educational Research Journal, 33(2),
  399 bytes (45 words) - 21:00, 20 October 2013
• Boston & Smith (2009)
  ...ry Mathematics Teaching: Increasing the Cognitive Demands of Instructional Tasks Used in Teachers' Classrooms}} ...achers more frequently selected high-level tasks as the main instructional tasks in their classrooms and had improved the maintenance of high-level cognitiv
  4 KB (432 words) - 04:12, 5 December 2013
• Boston & Smith (2011)
  ...matics Teachers' Ability to Implement Cognitively Challenging Mathematical Tasks}} ...ibit this pattern. Portraits of teachers who continued to select and enact tasks at a high level are contrasted with those who did not, and factors are iden
  3 KB (355 words) - 20:31, 29 May 2021
• Ron Tzur
  ...al learning: An elaboration of the hypothetical learning trajectory]]. ''[[Mathematical Thinking and Learning]]'', 6(2), 91–104. doi:10.1207/s15327833mtl0602_2
  352 bytes (41 words) - 21:59, 1 September 2014
• Boston (2013)
  ...workshop and to teachers' experiences in solving challenging mathematical tasks as learners. keywords = {Cognitive demands,Instructional change,Mathematical tasks,Professional development,Teachers' learning},
  3 KB (390 words) - 04:58, 5 May 2015
• Ferrini-Mundy, Burrill, & Schmidt (2007)
  ...menting Curricular Coherence: Mathematics Teacher Professional Development Tasks}} ...We highlight the design, structure and use of mathematics teacher learning tasks that were intended to improve teachers' capacity to teach to these goals an
  2 KB (265 words) - 01:45, 23 May 2015
• Jackson, Garrison, Wilson, Gibbons, & Shahan (2013)
  {{Title|Exploring Relationships Between Setting Up Complex Tasks and Opportunities to Learn in Concluding Whole-Class Discussions in Middle- ...ed students to develop common language to describe contextual features and mathematical relationships specific to the task and (b) the cognitive demand of the task
  3 KB (428 words) - 04:36, 12 May 2015
• Fran Arbaugh
  ...own|Brown, C. A.]] (2005). [[Arbaugh & Brown (2005)|Analyzing mathematical tasks: A catalyst for change?]] ''[[Journal of Mathematics Teacher Education]]'',
  426 bytes (50 words) - 00:41, 5 May 2015
• Catherine Brown
  ...own|Brown, C. A.]] (2005). [[Arbaugh & Brown (2005)|Analyzing mathematical tasks: A catalyst for change?]] ''[[Journal of Mathematics Teacher Education]]'',
  437 bytes (54 words) - 00:44, 5 May 2015
• Johnson, Severance, Penuel, & Leary (2016)
  {{Title|Teachers, Tasks, and Tensions: Lessons From a Research-Practice Partnership}} ...ds. Professional development organized around the analysis of mathematical tasks has potential to prepare teachers for standards implementation by helping t
  3 KB (362 words) - 18:12, 27 March 2016
• Rebekah Elliott
  .... [[Elliott et al. (2009)|Conceptualizing the work of leading mathematical tasks in professional development]]. ''[[Journal of Teacher Education]]'', 60(4),
  459 bytes (49 words) - 18:13, 3 May 2015
• Remillard (2000)
  ...or learning. These activities included analyzing students and mathematical tasks and making decisions about how to proceed, suggesting that materials most l *** Learning through appropriating tasks
  3 KB (358 words) - 08:54, 2 November 2013
• Martin Simon
  ...(2010)|A developing approach to studying students' learning through their mathematical activity]]. Cognition and Instruction, 28(1), 70–112. doi:10.1080/0737000 ...eptual learning: An elaboration of the hypothetical learning trajectory]]. Mathematical Thinking and Learning, 6(2), 91–104. doi:10.1207/s15327833mtl0602_2
  1 KB (119 words) - 02:50, 29 March 2013
• Wilson, Sztajn, Edgington, & Confrey (2013)
  {{Title|Teachers' Use of Their Mathematical Knowledge for Teaching in Learning a Mathematics Learning Trajectory}} ...r learning of the trajectory. Findings indicate that professional learning tasks focusing on pedagogical content knowledge present in learning trajectories
  2 KB (309 words) - 05:14, 23 May 2015
• Melissa Boston
  ...matics teachers' ability to implement cognitively challenging mathematical tasks]]. ''[[ZDM]]'', 43(6-7), 965–977. doi:10.1007/s11858-011-0353-2 ...ry mathematics teaching: Increasing the cognitive demands of instructional tasks used in teachers' classrooms]]. ''[[Journal for Research in Mathematics Edu
  2 KB (171 words) - 01:10, 6 May 2015
• Palha, Dekker, & Gravemeijer (2014)
  ...the shift-problem lessons, the groups of students' success in solving the tasks throughout the course followed different patterns in the integral calculus
  3 KB (365 words) - 18:22, 27 March 2016

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