Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand

This study investigated the relationship between three cognitive features of mathematical instruction tasks (high cognitive demand, multiple representations, and multiple solution methods) and student learning outcomes among 1,779 students from 30 Chinese fifth-grade classrooms using a new mathemati...

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Veröffentlicht in:	The Journal of educational research (Washington, D.C.) D.C.), 2018-11, Vol.111 (6), p.704-719
Hauptverfasser:	Ni, Yujing, Zhou, De-Hui Ruth, Cai, Jinfa, Li, Xiaoqing, Li, Qiong, Sun, Iris X.
Format:	Artikel
Sprache:	eng
Schlagworte:	Affect in mathematics Chinese languages Cognition Cognitive Ability Computation Correlation curriculum reform Educational objectives Elementary School Students Foreign Countries Grade 5 instructional tasks Learning Learning outcomes mathematical achievements Mathematics Mathematics Curriculum Mathematics Education Mathematics Instruction Normative data Outcomes of Education Prediction Pretests Posttests primary mathematics Problem Solving Student Attitudes Student Participation Students Task Analysis Teaching Methods
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