Shared more. Cited more. Safe forever.
    • advanced search
    • submit works
    • about
    • help
    • contact us
    • login
    View Item 
    •   MOspace Home
    • University of Missouri-Columbia
    • College of Education (MU)
    • Department of Learning, Teaching, and Curriculum (MU)
    • Center for the Study of Mathematics Curriculum (MU)
    • Center for the Study of Mathematics Curriculum publications (MU)
    • View Item
    •   MOspace Home
    • University of Missouri-Columbia
    • College of Education (MU)
    • Department of Learning, Teaching, and Curriculum (MU)
    • Center for the Study of Mathematics Curriculum (MU)
    • Center for the Study of Mathematics Curriculum publications (MU)
    • View Item
    JavaScript is disabled for your browser. Some features of this site may not work without it.
    advanced searchsubmit worksabouthelpcontact us

    Browse

    All of MOspaceCommunities & CollectionsDate IssuedAuthor/ContributorTitleSubjectIdentifierThesis DepartmentThesis AdvisorThesis SemesterThis CollectionDate IssuedAuthor/ContributorTitleSubjectIdentifierThesis DepartmentThesis AdvisorThesis Semester

    Statistics

    Most Popular ItemsStatistics by CountryMost Popular AuthorsStatistics by Referrer

    Examination of the levels of Cogitive Demand Required by Probability Tasks in Middle Grades Mathematics Textbooks

    Tarr, James E.
    View/Open
    [PDF] ExaminationLevelsCogitiveDemandProbabilityTasks.pdf (205.2Kb)
    Date
    2007-11
    Format
    Article
    Metadata
    [+] Show full item record
    Abstract
    We analyze probability content within middle grades (6, 7, and 8) mathematics textbooks from a historical perspective. Two series, one popular and the other alternative, from four recent eras of mathematics education (New Math, Back to Basics, Problem Solving, and Standards) were analyzed using the Mathematical Tasks Framework (Stein, Smith, Henningsen, & Silver, 2000). Standards-era textbook series devoted significantly more attention to probability than other series; more than half of all tasks analyzed were located in Standards-era textbooks. More than 85% of tasks for six series required low levels of cognitive demand, whereas the majority of tasks in the alternative series from the Standards era required high levels of cognitive demand. Recommendations for future research are offered.
    URI
    http://hdl.handle.net/10355/2500
    Part of
    Center for the Study of Mathematics Curriculum publications (MU)
    Citation
    Statistics Education Research Journal, 6(2), 4-27. November, 2007.
    Rights
    OpenAccess.
    This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivs 3.0 License.
    Collections
    • Center for the Study of Mathematics Curriculum publications (MU)

    Send Feedback
    hosted by University of Missouri Library Systems
     

     


    Send Feedback
    hosted by University of Missouri Library Systems