Characterizing the cognitive demands of mathematical tasks: A task-sorting activity

The activity aims to raise awareness of how mathematical tasks differ in cognitive demand and highlight the importance of analyzing tasks to determine the thinking level required. Rather than comparing task types, the focus is on mapping tasks to learning goals and identifying “worthwhile mathematical tasks” (NCTM 1991).

Citation
Smith, M.S., Stein, M.K., Arbaugh, F., Brown, C.A., & Mossgrove, J. (2004). Characterizing the cognitive demands of mathematical tasks: A task-sorting activity. In Professional Development Guidebook for Perspectives on the Teaching of Mathematics. G.W. Bright & R.N. Rubenstein (Eds). p. 45-72. National Council of Teachers of Mathematics: Reston, VA.