So, now all of the Math ILs are doing a book study on the book I previously introduced, 5 Practices for Orchestrating Productive Mathematics Discussions.
We are currently discussing the topic of my previous post. The bottom line is that teachers must first establish a clear and specific goal with respect to the mathematics to be learned and then select a high-level mathematical task. Read my previous post for more context.
The author argues that what the students learn depends largely on the nature of the task in which they engage. In addition, the argument is made that those tasks should be high-level, cognitively demanding tasks.
Please take some time to consider the following questions and posting your reply:
- Do you agree with this point of view? Why or why not?
- What do you see as the potential costs and benefits of utilizing high-level, cognitively demanding tasks as a basis of instruction?
