Mathematical Task Framework
The Mathematics Task Framework outlines three different phases that tasks pass through. First, they appear in curriculum, whether it be a textbook or elsewhere. Next, they are set up by how the teacher presents the task to the class. Finally, they are actually implemented by the students. Every single step is important to student learning. Below is a visual that outlines the phases (Stein, & Smith, 1998).
Due to the fact that there are uncontrollable variables within the different phases, the nature of a task is likely to change as the cycle is carried out. An important step within the framework is from the set-up by the teacher to the implementations from the students. This step is important because this is where a task can be altered depending on human factors involved. A task could be labeled high but because the teacher limits students thinking it is made into a low cognitive demand task. This can be done in a couple of ways. Students can also be uncomfortable with high demand tasks because they are used to the repetitive nature of low demand tasks. In addition, students are also used to being told exactly how to answer the question; however, most of the time within high demand tasks they are allowed to develop their own explanation (Stein, & Smith, 1998).
In addition to delivery, the Task Framework can also be used as a way to reflect upon lessons to improve the demand levels within the tasks. Reflecting on how you deliver a lesson can be essential to improving student learning. It is also helpful to reflect on the students methods to fulfill the task. Asking questions like: Did the students question their answer enough to check it? Did students have difficulty so they asked me how to do the problems and by answering the questions I gave away the answer? Did the students complete the task with the high level thinking desired? By doing this type of reflection it enables one to think about the kind of student thinking desired to come out of the problem. Keeping this in mind will help point students in the right direction without giving the answer away. When teaching this way, it is important to listen to students and assist their learning from their level of understanding. Reflections can be based off of self reflection or can be determined by colleagues (Stein, & Smith, 1998).
Within the Task Framework the one variable you have control over as a teacher is the set-up of the problem. While keeping this in mind to maintain high cognitive demand tasks, it is important to focus on student learning and understanding to achieve the highest possible level of learning. Factors such as "classroom management, too little or too much time, and not holding students accountable" can be associated with the decline of a task (Stein, & Smith, (1998) p. 273.
Due to the fact that there are uncontrollable variables within the different phases, the nature of a task is likely to change as the cycle is carried out. An important step within the framework is from the set-up by the teacher to the implementations from the students. This step is important because this is where a task can be altered depending on human factors involved. A task could be labeled high but because the teacher limits students thinking it is made into a low cognitive demand task. This can be done in a couple of ways. Students can also be uncomfortable with high demand tasks because they are used to the repetitive nature of low demand tasks. In addition, students are also used to being told exactly how to answer the question; however, most of the time within high demand tasks they are allowed to develop their own explanation (Stein, & Smith, 1998).
In addition to delivery, the Task Framework can also be used as a way to reflect upon lessons to improve the demand levels within the tasks. Reflecting on how you deliver a lesson can be essential to improving student learning. It is also helpful to reflect on the students methods to fulfill the task. Asking questions like: Did the students question their answer enough to check it? Did students have difficulty so they asked me how to do the problems and by answering the questions I gave away the answer? Did the students complete the task with the high level thinking desired? By doing this type of reflection it enables one to think about the kind of student thinking desired to come out of the problem. Keeping this in mind will help point students in the right direction without giving the answer away. When teaching this way, it is important to listen to students and assist their learning from their level of understanding. Reflections can be based off of self reflection or can be determined by colleagues (Stein, & Smith, 1998).
Within the Task Framework the one variable you have control over as a teacher is the set-up of the problem. While keeping this in mind to maintain high cognitive demand tasks, it is important to focus on student learning and understanding to achieve the highest possible level of learning. Factors such as "classroom management, too little or too much time, and not holding students accountable" can be associated with the decline of a task (Stein, & Smith, (1998) p. 273.
Stein & Smith, 1998, p.270
