Cognitive demands of tasks in Mathematics curriculum materials: implications for the teacher's role
Keywords:
Mathematics Education, Teacher-Curriculum Relationship, Teacher Interactions, Cognitive DemandsAbstract
The objective of this study, which was reported in this article, was to analyze the cognitive demands of tasks in curriculum materials and discuss implications for teacher participation in learning situations. Using a qualitative approach, a documentary analysis was carried out in the Teacher's Manuals of two collections of materials, considering the Algebra tasks and the corresponding teaching guidelines. The analysis was guided by studies on cognitive demands and the role of the teacher in pedagogical approaches. The main results of the 667 tasks analyzed were the predominance of memorization tasks, which may imply learning based on techniques and strategies without mobilization of reasoning; and the role of reproducer, envisaged for the interactions of teachers in teaching practices, which refers to practices that disregard the role of these professionals as agents who mobilize what they know to create opportunities for learning Mathematics.
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