Method based on challenging flow by competences for tasks with high cognitive demand

Abstract

Cognitive demand in mathematics is crucial for addressing problem solving, learning geometry, statistics, and other disciplines that are exercised when students face complex tasks, which start from school to univerity. However, no activity developed in the classroom, based on activities anchored in emotional stages and affectivity that develops student commitment to mathematics, has been studied by educational science in this field. For this reason, the research proposed to increase the skills to develop tasks of high cognitive demand in mathematics in a sample of 335 primary school students from public and private schools in Peru. A standardized test using the correlation method and regular reliability was used. The results show high levels of approach to tasks of low connective level of information, in high-level tasks, but there are difficulties in increasing the skills to solve tasks with high cognitive demand. We conclude that tasks with high cognitive demand require more than eight months of practical experimentation, with greater diligence in developing personalized tasks as opposed to group ones. The experimental group showed that after 80 learning sessions, students manage to tackle high-demand tasks, although they need more support to formulate other problems of a similar nature as substantial evidences.