# Cognitive Demand - UW-Milwaukee

Document Sample

```					                           Exploring
Cognitive Demands of
Milwaukee Public School

Bernard Rahming
Mathematics Teaching Specialist
rahminbv@milwaukee.k12.wi.us

April 16, 2011
National Council of Teachers of Mathematics
Indianapolis, IN

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
Agenda
Participants will :
Develop their understanding of cognitive
Engage in activities of identifying cognitive
Discuss factors of maintenance and decline of
implementation.

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Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
Success Criteria
We will be successful if at the end of the
session..
We understand and can identify the features
of the levels of cognitive demand of
We can articulate the factors of maintenance
and decline of cognitive demand levels
during setup and implementation.

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
3
Discuss with your shoulder partner what
you think Cognitive Demand is.

What picture comes to mind when you
think of Cognitive Demand?

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Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
Cognitive Demand…
“The kind and level of thinking required of
students in order to successfully engage with

Stein, Smith, Henningsen, & Silver, (2009)

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation   5

Each person share one idea from the article at

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation

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Four Levels of Cognitive Demand in
Low Level Cognitive               High Level Cognitive
Demands                           Demands

 Memorization Tasks               Procedures With
Connections to
 Procedures Without                understanding, meaning
understanding, meaning
or concepts Tasks                Doing Mathematics
Stein, Smith, Henningsen, & Silver, (2009)

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Table Group Sort Activity
Lay out the 4 green category cards
Deal out the 8 blue Mathematical Task
Cards to everyone in the group.
Refer to the “Task Analysis Guide” for
criteria.
into a category, explain your reasoning.
Help each other justify the placements.
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Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
Table Group Sort Activity
Sample activity cards were adapted from
Stein, Smith, Henningsen, & Silver, (2009).
“Implementing standards-based mathematics
instruction: A casebook for professional
development”. 2nd Edition, pg. 9, Fig. 1.3

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Cognitive Demands and Features

Task                 Level of                    Explanation of              Features
Cognitive Demand                Categorization

A          Doing Mathematics                 There is no              •Requires an
pathway                  explanation
suggested by the         •Uses
on looking for the       •Involves multiple
underlying               steps
mathematical
structure.               •Uses a diagram

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Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
Reflection
Respond to the following:

Which of the four levels of cognitive demand
are you most comfortable with -why?

Which one do you understand the least -why?

Something I want to know more about is…?

Developed by the Milwaukee Mathematics Partnership (MMP) with support by the National Science Foundation
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Four Levels of Cognitive Demand in
Low Level Cognitive        High Level Cognitive
Demands                    Demands

Connections to
Procedures Without         understanding, meaning
understanding, meaning

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Figure 1.3

As they               As set up by         As
appear in             teachers             implemented
curricular/                                by students
instructional                                                   Student
materials                                                       Learning

A representation of how mathematical tasks unfold
during classroom instruction.
(Stein & Smith, 1998, Mathematics Teaching in the Middle School)

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Factors associated with the decline of High-
Level cognitive Demand

• Students press teacher to reduce complexity of the
• Teacher rescue students from struggle
• Teacher shifts emphasis from meaning, concepts, or
understanding to correctness or completeness of
• Not enough time or too much time
• Classroom management

(Adapted from Stein & Smith, 199 Stein, Smith, Henningsen, & Silver, (2009)

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Factors associated with the maintenance of
High-Level Cognitive Demand

• Scaffolding of student thinking and reasoning
• Students provided with means of monitoring
their own progress
• Teachers of capable students model high-
level performance
• Task build on students’ prior knowledge
• Sufficient time to explore
(Adapted from Stein, Smith, Henningsen, & Silver, (2009))

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www.mmp.uwm.edu

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