Enhancing Math Engagement: A Framework for Transforming Mandated Curriculum into High-Cognitive Demand Tasks Through Real World Applications
Item
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Title
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Enhancing Math Engagement: A Framework for Transforming Mandated Curriculum into High-Cognitive Demand Tasks Through Real World Applications
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Creator
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Caroline Porter
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Degree Name
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Master of Science in Education: Curriculum and Instruction
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Project Type
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Professional Project
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Date
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6/15/2025
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Abstract
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Student engagement and high cognitive demand are often lacking in secondary mathematics accessible curriculums and classrooms, which can hinder deep-understanding and critical thinking skills. The purpose of this project was to inform and illustrate to educators how to increase the level of demand of curriculum tasks. To do so, a research-based template was created as a guide to help teachers transform the level of demand of tasks and increase student engagement. Three example tasks drawn from classroom experience and a self-assessment flow chart are included to illustrate the use of the template. Each example task was analyzed using the Task Analysis Guide (Stein, et al., 2000) to ensure it met the criteria of a high-cognitive demand task. Strategies from authors such as Smith et al. (2017) and Leinwand et al. (2014) were instrumental in the development of tools that incorporated real-world applications, open-ended questions and student justification. To reach a wider audience, the developed tools will be shared through professional development presentations and published in math teacher journals.
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Committee Member
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Kenneth Carano
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Rachel Harrington
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Gregory Zobel
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Rights
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Western Oregon University Library has determined, as of 06/20/2025, this item is in copyright, which is held by the author. Users may use the item in accordance with copyright limitations and exceptions, including fair use. For other uses, please ask permission from the author.
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https://rightsstatements.org/page/InC/1.0/?language=en
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Language
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eng
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Type
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Text
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Identifier
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CarolinePorter_PP_2025
