Complex learning through cognitively demanding tasks
English, Lyn D. (2011) Complex learning through cognitively demanding tasks. Mathematics Enthusiast, 8(3), pp. 483-506.
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The world’s increasing complexity, competitiveness, interconnectivity, and dependence on technology generate new challenges for nations and individuals that cannot be met by “continuing education as usual” (The National Academies, 2009). With the proliferation of complex systems have come new technologies for communication, collaboration, and conceptualization. These technologies have led to significant changes in the forms of mathematical thinking that are required beyond the classroom. This paper argues for the need to incorporate future-oriented understandings and competencies within the mathematics curriculum, through intellectually stimulating activities that draw upon multidisciplinary content and contexts. The paper also argues for greater recognition of children’s learning potential, as increasingly complex learners capable of dealing with cognitively demanding tasks.
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|Item Type:||Journal Article|
|Keywords:||complex systems, complex learning, models and modeling, teaching and learning, 21st century technologies|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Curriculum and Pedagogy Theory and Development (130202)|
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
|Divisions:||Current > Schools > School of Curriculum|
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2011 University of Montana & Information Age Publishing|
|Deposited On:||30 Nov 2011 09:16|
|Last Modified:||28 Mar 2013 19:39|
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