Henningsen & Stein (1997)
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 or from JSTOR at 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.
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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,
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}
}