<abstract xmlns="http://www.w3.org/1999/xhtml">

<p>The selection and modification of mathematical tasks requires teachers to adequately judge task difficulty. Despite such importance, little is known about teachers’ cognitive processes that underlie these judgments. Considering possible interrelations with teaching experience and specific aspects of PCK/PK, this study reconstructs teachers’ perception and processing of task characteristics while judging task difficulty for students. In the field of fraction calculation, the tasks’ difficulty is varied systematically by modifications in the tasks’ instructional design (according to cognitive load theory; e.g., split-attention vs. integrated format) and by adjusting the fractions’ complexity (e.g., like vs. unlike fractions). The study was conducted with 55 pre- and 35 in-service mathematics teachers. The results suggest that both groups predominantly perceive and process mathematical, but only rarely instructional task characteristics. Contrary to expectations, the findings indicate that participants’ specific PCK/PK concerning difficulty-generating task characteristics is high in both areas – fraction and instructional design.</p>
</abstract>

The selection and modification of mathematical tasks requires teachers to adequately judge task difficulty. Despite such importance, little is known about teachers’ cognitive processes that underlie these judgments. Considering possible interrelations with teaching experience and specific aspects of PCK/PK, this study reconstructs teachers’ perception and processing of task characteristics while judging task difficulty for students. In the field of fraction calculation, the tasks’ difficulty is varied systematically by modifications in the tasks’ instructional design (according to cognitive load theory; e.g., split-attention vs. integrated format) and by adjusting the fractions’ complexity (e.g., like vs. unlike fractions). The study was conducted with 55 pre- and 35 in-service mathematics teachers. The results suggest that both groups predominantly perceive and process mathematical, but only rarely instructional task characteristics. Contrary to expectations, the findings indicate that participants’ specific PCK/PK concerning difficulty-generating task characteristics is high in both areas – fraction and instructional design.

Teachers’ diagnostic judgment regarding the difficulty of fraction tasks: A reconstruction of perceived and processed task characteristics

Research in Subject-matter Teaching and Learning (RISTAL)

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

The selection and modification of mathematical tasks requires teachers to adequately judge task difficulty. Despite such importance, little is known about...

Teachers’ diagnostic judgment regarding the difficulty of fraction tasks: A reconstruction of perceived and processed task characteristics

Publié en ligne: 11 juil. 2022

Pages: 127 - 145

DOI: https://doi.org/10.23770/rt1846

Mots clés
Diagnostic judgments, cognitive processing, task difficulty, cognitive load, PCK/PK, teaching experience

© 2021 Saskia Schreiter et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Teachers’ diagnostic judgment regarding the difficulty of fraction tasks: A reconstruction of perceived and processed task characteristics

Publié en ligne: 11 juil. 2022

Pages: 127 - 145

DOI: https://doi.org/10.23770/rt1846

Mots clésDiagnostic judgments, cognitive processing, task difficulty, cognitive load, PCK/PK, teaching experience

© 2021 Saskia Schreiter et al., published by Sciendo

This work is licensed under the Creative Commons Attribution-NonCommercial 4.0 International License.

Mots clés
Diagnostic judgments, cognitive processing, task difficulty, cognitive load, PCK/PK, teaching experience