Reflective action research on setting up and implementing mathematics tasks demanded students' high-level cognition

인지적 수준이 높은 수학 과제 설정과 실행에 관한 교사의 반성적 연구 -초등학교 2학년 길이재기를 중심으로-

This study attempted to investigate how to students show high-level mathematical thinking in math classes. This paper describes how to setup the task for lead to a high - level of thinking out students and what efforts are required while a teacher tried to maintaining students's high-level cognition during the tasks implemented. The researcher as teacher analyzed the tasks of length measurement unit in 2-Ga elementary math textbooks, modified and created math tasks demanded students' high-level cognition, made instruction plans, and implemented those tasks maintaining the levels of cognitive demand of tasks. After that, the researcher reflected and analyzed the levels of cognitive demand of tasks of instruction and factors that cause to change intended high-level cognitive demand. After reflection, second roof of action research was conducted to 2-Na length measurement unit. This paper includes those results and reflections of practitioner.