Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand-Reference-Cited by-同舟云学术

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Improving cognitive and affective learning outcomes of students through mathematics instructional tasks of high cognitive demand

Published:2017-12-21 Issue:6 Volume:111 Page:704-719
ISSN:0022-0671
Container-title:The Journal of Educational Research
language:en
Short-container-title:The Journal of Educational Research

Author:

Ni Yujing¹,Zhou De-Hui Ruth²,Cai Jinfa³,Li Xiaoqing⁴,Li Qiong⁵,Sun Iris X.¹

Affiliation:

1. Faculty of Education, the Chinese University of Hong Kong, Hong Kong

2. Department of Counseling and Psychology, Hong Kong Shue Yan University, Hong Kong

3. Department of Mathematical Sciences, University of Delaware, Newark, Delaware, USA

4. School of Psychology, Shenzhen University, Nanshan, China

5. Faculty of Education, Beijing Normal University, Beijing, China

Funder

Hong Kong Institute of Educational Research, Chinese University of Hong Kong

Hong Kong Research Grant Council

Publisher

Informa UK Limited

Subject

Education

Link

https://www.tandfonline.com/doi/pdf/10.1080/00220671.2017.1402748

Reference84 articles.

1. DeFT: A conceptual framework for considering learning with multiple representations

2. Social and analytic scaffolding in middle school mathematics: managing the dilemma of telling

3. The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load

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