The Case Study Of High-level Cognitive Tasks In Mathematics Teaching In Senior High School

Firstly, the author elaborates the background and practical significance of conductinghigh-level cognitive tasks in mathematics teaching.Secondly, through review and analysis of the former research on the topic and therelated papers, the definition of tasks in mathematics teaching, cognitive level andhigh-level cognitive level is defined, analyzed and classified based on the theories ofscholars both at home and abroad, the characteristics of mathematics and our ownunderstanding of the definition of teaching tasks. In addition to that, this paper researchesand analyzes the current implementation situations of high-level cognitive level andresearch situations of its affecting factors.Furthermore, based on many years’ teaching experience and combined with teachingtheories, the author analyzed and concluded that there are several factors that affect thecognitive levels of mathematics teaching These factors play a role in the wholemathematics teaching periods and have important effects on the development of students’cognitive levels.Last but not least, the author analyzes the three typical teaching cases (videos) andconcludes that there are several factors that can help mathematics teaching in senior highschool keep a high cognitive level. In addition to that, these factors can be used asreferences in mathematics teaching of high cognitive level in senior high school.According to the main factors that affect the mathematics teaching in senior highschool, the author raises some suggestions to mathematics teaching,and also believes thatkeeping a high cognitive level of teaching is of great practical importance, but because ofthe limited ability, there may be some other factors that has been neglected, so a higherlevel of professional ability is needed.