Difference between revisions of "Henningsen & Stein (1997)"

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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].
{{Title|Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning}}
__NOTOC__
* 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 ==


<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.
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 ==
== Outline of Headings ==


=== APA ===
* Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning
** Importance of Mathematical Instructional Tasks
** Difficulties Associated with Implementing High-Level Tasks
** Ways of Supporting Implementation of High-Level Tasks
* Conceptual Framework
* Purpose of the Study
* Methodology
** Prior Investigation
*** Data sources
*** Coding procedures
** Sampling for the Present Study
** Analysis Procedures for the Present Study
* Results
** Maintenance of High-Level Cognitive Demands
** Factor Profiles for Specific Patterns of Decline
*** Decline into using procedures without connection to concepts, meaning, and understanding
*** Decline into unsystematic exploration
*** Decline into no mathematical activity
** Qualitative Portraits
*** Maintaining cognitive demands at the level of doing mathematics
*** Decline to procedural thinking without connection to meaning
*** Decline to unsystematic exploration
*** Decline to no mathematical activity
* Summary and Conclusions


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.
== Also ==


=== BibTeX ===
* Mendeley: 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
<pre>
<pre>
@article{Henningsen1997,
@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},
author = {Henningsen, Marjorie A. and Stein, Mary Kay},
journal = {Journal for Research in Mathematics Education},
journal = {Journal for Research in Mathematics Education},
Line 29: Line 57:
</pre>
</pre>


[[Category:Articles]]
[[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]]

Latest revision as of 05:23, 4 December 2013

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

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.

Outline of Headings

  • Mathematical Tasks and Student Cognition: Classroom-Based Factors That Support and Inhibit High-Level Mathematical Thinking and Reasoning
    • Importance of Mathematical Instructional Tasks
    • Difficulties Associated with Implementing High-Level Tasks
    • Ways of Supporting Implementation of High-Level Tasks
  • Conceptual Framework
  • Purpose of the Study
  • Methodology
    • Prior Investigation
      • Data sources
      • Coding procedures
    • Sampling for the Present Study
    • Analysis Procedures for the Present Study
  • Results
    • Maintenance of High-Level Cognitive Demands
    • Factor Profiles for Specific Patterns of Decline
      • Decline into using procedures without connection to concepts, meaning, and understanding
      • Decline into unsystematic exploration
      • Decline into no mathematical activity
    • Qualitative Portraits
      • Maintaining cognitive demands at the level of doing mathematics
      • Decline to procedural thinking without connection to meaning
      • Decline to unsystematic exploration
      • Decline to no mathematical activity
  • Summary and Conclusions

Also

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
@article{Henningsen1997,
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}
}
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