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Teaching primary mathematics with challenging tasks: How should lessons be structured?

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  • James Russo
  • Sarah Hopkins

Abstract

Engaging students in a challenging (cognitively demanding) task and launching a mathematics lesson with a task before instruction are two characteristics of a reform-oriented approach to mathematics instruction often considered together. The authors systematically contrasted teaching with challenging tasks using a task-first lesson structure with that of a discussion-first lesson structure to three composite classes of first- and second-grade students (n = 73). Subsequent assessments of mathematical performance revealed that the discussion-first lesson structure was somewhat more efficacious in improving fluency performance but both structures similarly improved problem-solving performance. The findings suggest there is more than one way of incorporating challenging tasks into mathematics lessons to produce sizeable learning gains.

Suggested Citation

  • James Russo & Sarah Hopkins, 2019. "Teaching primary mathematics with challenging tasks: How should lessons be structured?," The Journal of Educational Research, Taylor & Francis Journals, vol. 112(1), pages 98-109, January.
    • Handle: RePEc:taf:vjerxx:v:112:y:2019:i:1:p:98-109
    DOI: 10.1080/00220671.2018.1440369
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