Analysis On The Characteristics Of Mathematical Tasks In High School High-quality Mathematics Classes:Directed At Cognitive Level

Mathematics task is the basic unit of the classroom.Training different levels of thinking and ability depends on different levels of tasks.Classroom teaching is the primary aspect of teachers’professional development,and designing and implementation of mathematics tasks is just the starting point.This study focused on the function in compulsory part of high school mathematics,constructed the analytical frameworks for mathematical tasks of high school math class,and explored the characteristics of cognitive level and its changing of mathematical tasks which were in high school high-quality math new lessons about function.The relevant literature of mathematical tasks was summarized from the aspects of concept definition,task design,task implementation and task evaluation,which laid the foundation for the writing of this essay and the construction of the frameworks.Firstly,with the help of classroom observation,the outer analysis framework of the task and the inner scale of factors affecting the cognitive level of the task were enriched.Secondly,the frameworks were revised through questionnaire investigation.At last,the frameworks were used to analyze the videos of the high-quality function class.in order to summarize the cognitive level of the tasks and its changing characteristics,and then put forward corresponding teaching suggestions.The research showed that the high-quality class tasks were generally at a medium cognitive level,and the cognitive level of the tasks was mainly maintained from design to implementation.The comprehensive use of scaffolds and the summary of tasks were common means for excellent teachers to maintain,even improve the cognitive level.The cognitive level of the summary tasks was low,and the decline of it was obvious.The participation of students also had a significant impact on the change of task cognitive level.Accordingly,suggestions were given that teachers should pay attention to the overall planning of tasks,reasonably arrange the cognitive level of tasks,and pay attention to the use of different forms of scaffolds and the summary of tasks.Additionally,teachers should attach importance to the design and implementation of class summaries,also fully ensure the students’ subjectivity in the classroom.