A Comparative Study Of Mathematical Tasks Teaching Between Novice And Expert Teacher

Mathematical task is the central point of students'learning activity, and, different tasks may require of different cognitive demands. In real classroom settings, a task can be viewed as passing through three phases:first, as curricular or instructional materials; second, as set up by the teacher in the classroom; and third, as implemented by students during the lesson. The cognitive demands of tasks may be different during each of these phases.This dissertation is focuses on the cognitive demands of the novice'and the expert teacher'mathematical tasks, the change of cognitive demands during three phases, and the factors that associated with those instances in which the tasks were implemented in such a way that students did (or did not) engage with the task at that level.The findings suggest that the novice and the expert teacher are all prepared more high-level tasks than low-level tasks. But, There are more high-level tasks remained at high levels from the set up to implementation in the expert tea cher's classroom teaching, factors associated with this phenomenon are:task builds on students'prior knowledge; appropriate amount of time; sustained pressure for explanation and meaning; high-level performance modeled; scaffolding. The novice inclines to reduce the cognitive demands of tasks, factors associated with this phenomenon are: challenges become nonproblems; focus shifts to correct answer; inappropriateness of tasks for students.Based on the findings of this research, the author puts forward some suggestions on classroom teaching and the further research.