Investigating the Cognitive Demand Levels in Probability and Counting Principles Learning Tasks from an Online Mathematics Textbook

Autor/inn/en	Ekol, George; Mlotshwa, Simphiwe
Titel	Investigating the Cognitive Demand Levels in Probability and Counting Principles Learning Tasks from an Online Mathematics Textbook
Quelle	In: Pythagoras, 43 (2022) 1, Artikel 677 (8 Seiten)Infoseite zur Zeitschrift PDF als Volltext kostenfreie Datei Verfügbarkeit
Zusatzinformation	ORCID (Ekol, George) ORCID (Mlotshwa, Simphiwe)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1012-2346
Schlagwörter	Cognitive Processes; Difficulty Level; Probability; Computation; Mathematical Concepts; Learning Activities; Electronic Books; Mathematics Education; Textbooks; COVID-19; Pandemics; Grade 12; High School Teachers; Foreign Countries; Textbook Evaluation; South Africa + Suchen Sie Ihr Suchwort? Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Wahrscheinlichkeitsrechnung; Wahrscheinlichkeitstheorie; Lernaktivität; Electronic book; Elektronisches Buch; Mathematische Bildung; Textbook; Text book; Schulbuch; Lehrbuch; School year 12; 12. Schuljahr; Schuljahr 12; High school; High schools; Teacher; Teachers; Oberschule; Lehrer; Lehrerin; Lehrende; Ausland; Südafrika; Süd-Afrika; Republik Südafrika; Südafrikanische Republik
Abstract	This case study carried out during the 2020 coronavirus disease of 2019 (COVID-19) lockdown used online data collection means to investigate the distribution of cognitive demand levels of probability and counting principles (PCP) learning tasks in a popular online Grade 12 mathematics textbook, based on the PCP teachers' rating. The teachers' cognitive demand ratings were categorised following Stein's mathematical task framework. Five mathematics teachers from four secondary schools in two provinces in South Africa participated in the study by filling in an online questionnaire. We developed a rating framework named the mean cognitive demand rating (MCDR) to help us interpret the teachers' perception of the tasks in terms of cognitive demand to the learners. Data from the teachers' ratings revealed nearly 65% of the PCP learning tasks in the online textbook were rated as high. Analysis of secondary data from Department of Basic Education diagnostic reports from 2014 to 2020, however, suggests no association between teachers' rating of learning tasks and learner performance. Contribution: This study draws attention to a long-standing underperformance in the topic of probability and suggests classroom-based study that focuses on the learners' rating of the learning tasks themselves to understand clearly how best to support them. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01