Henningsen & Stein (1997) - Revision history

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	~~<span style="font-size: large">''~~Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning~~''</span>~~		{{Title\|Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning}}
	__NOTOC__		__NOTOC__
	~~The article ''Mathematical Tasks and Student Cognition~~: ~~Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning'' was written by~~ [[Marjorie Henningsen]] and [[Mary Kay Stein]] ~~and published in the~~ [[Journal for Research in Mathematics Education]] in 1997~~. The article is available from NCTM at [http~~:~~//www.nctm.org/publications/article.aspx?id=17762~~ http://www.nctm.org/publications/article.aspx?id=17762~~] or from JSTOR at [http://www.jstor.org/stable/749690~~ http://www.jstor.org/stable/749690].		* Authors: [[Marjorie Henningsen]] and [[Mary Kay Stein]]
			* Journal: ''[[Journal for Research in Mathematics Education]]''
			* Year: 1997
			* Source: http://www.nctm.org/publications/article.aspx?id=17762 and http://www.jstor.org/stable/749690

	== Abstract ==		== Abstract ==
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	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.		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.

	== Outline of ~~Article~~ Headings ==		== Outline of Headings ==

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

	== ~~About~~ ==		== Also ==

	~~===~~ Mendeley ~~===~~		* Mendeley: http://www.mendeley.com/catalog/mathematical-tasks-student-cognition-classroombased-factors-support-inhibit-highlevel-mathematical-t/

	~~[http~~:~~//www.mendeley.com/catalog/mathematical-tasks-student-cognition-classroombased-factors-support-inhibit-highlevel-mathematical-t/~~ http://www.mendeley.com/catalog/mathematical-tasks-student-cognition-classroombased-factors-support-inhibit-highlevel-mathematical-t/]

	~~=== APA ===~~

	Henningsen, M. A., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549.

	~~=== BibTeX ===~~

			;APA
			: Henningsen, M. A., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. ''Journal for Research in Mathematics Education'', 28(5), 524–549.
			;BibTeX
	<pre>		<pre>
	@article{Henningsen1997,		@article{Henningsen1997,

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 The article ''Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning'' was written by [[Marjorie Henningsen]] and [[Mary Kay Stein]] and published in the [[Journal for Research in Mathematics Education]] in 1997. The article is available from NCTM at [http://www.nctm.org/publications/article.aspx?id=17762 http://www.nctm.org/publications/article.aspx?id=17762] or from JSTOR at [http://www.jstor.org/stable/749690 http://www.jstor.org/stable/749690].
 == 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.
-</blockquote>
 == About ==
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 <pre>
 @article{Henningsen1997,
 author = {Henningsen, Marjorie A. and Stein, Mary Kay},
 journal = {Journal for Research in Mathematics Education},

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			[[Category:Journal Articles]]
	[[Category:Journal for Research in Mathematics Education]]		[[Category:Journal for Research in Mathematics Education]]
			[[Category:1997]]
	[[Category:Curriculum Use]]		[[Category:Curriculum Use]]

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	~~[[Category:Articles]]~~
	[[Category:Journal for Research in Mathematics Education]]		[[Category:Journal for Research in Mathematics Education]]
	[[Category:Curriculum Use]]		[[Category:Curriculum Use]]

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	== About ==		== About ==

			=== Mendeley ===

			[http://www.mendeley.com/catalog/mathematical-tasks-student-cognition-classroombased-factors-support-inhibit-highlevel-mathematical-t/ http://www.mendeley.com/catalog/mathematical-tasks-student-cognition-classroombased-factors-support-inhibit-highlevel-mathematical-t/]

	=== APA ===		=== APA ===

imported>Raymond Johnson: Created page with "The article ''Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning'' was written by Marj..."

2013-10-21T04:12:39Z

Created page with "The article ''Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning'' was written by Marj..."

New page

The article ''Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning'' was written by [[Marjorie Henningsen]] and [[Mary Kay Stein]] and published in the [[Journal for Research in Mathematics Education]] in 1997. The article is available from NCTM at [http://www.nctm.org/publications/article.aspx?id=17762 http://www.nctm.org/publications/article.aspx?id=17762] or from JSTOR at [http://www.jstor.org/stable/749690 http://www.jstor.org/stable/749690].

== Abstract ==

<blockquote>
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.
</blockquote>

== About ==

=== APA ===

Henningsen, M. A., & Stein, M. K. (1997). Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning. Journal for Research in Mathematics Education, 28(5), 524–549.

=== BibTeX ===

<pre>
@article{Henningsen1997,
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.},
author = {Henningsen, Marjorie A. and Stein, Mary Kay},
journal = {Journal for Research in Mathematics Education},
number = {5},
pages = {524--549},
title = {{Mathematical tasks and student cognition: Classroom-based factors that support and inhibit high-level mathematical thinking and reasoning}},
url = {http://www.nctm.org/publications/article.aspx?id=17762},
volume = {28},
year = {1997}
}
</pre>

[[Category:Articles]]
[[Category:Journal for Research in Mathematics Education]]
[[Category:Curriculum Use]]