Cognitive levels and types of

mathematical activities
Prof Margot Berger
Lynn Bowie
Prof Lovemore Nyaumwe
 Was the 2008
matric maths
exam a good one?
 SAGM
Knowledge Routine Complex Solving
Recall, Procedures
Well-known Procedures
Mainly Problems
Non-routine
Use of formulae procedure unfamiliar Use higher level
or algorithms No direct route cognitive skills
to solutions and reasoning
Breaking down
problem into
constituent parts
 Porter
Memorize Perform Demonstrate Solve non- Conjecture/
facts/
Recall basic Procedures
Follow an
Communicat routine
Apply and generalize/
Determine
definitions/ procedures
facts eunderstandin adapt
problems/ the prove
truth of a
formulae
Recall basic Solve gmathematica
of make
strategies to mathematica
formulae or equations mathematica
l ideas connections
non-routine l pattern or
computation Read or l ideas
Use problems proposition
al proceduresproduce representatio Apply maths Write formal
graphs n to model in contexts or informal
ideas outside proofs
Develop maths
relationships
between
concepts
 Stein et al
Memorization Procedures Procedures with Doing
Reproduction of without
Algorithmic connections
Engage with Mathematics
Complex, non-
previous learnt connections
Unambiguous underlying algorithmic
fact, formula, Require no conceptual ideas thinking
rule, definition explanation Make Demand self-
connections monitoring of
among multiple cognitive
representations processes
Analyse task
 NAEP
Low complexity Moderate Complexity High Complexity
Recall Student must decide Use reasoning ,
Item specifies what a what to do – bring planning, analysis,
student is to do together concepts and judgment, creative
processes thought
Require more May be expected to
flexibility of thinking justify/construct an
and choice among argument
alternatives than do
those in low
complexity category
 Routine, but with connections


Having drawn the graph of f(x) =

2(x-1)2 – 8 :
The graph of f is shifted 2 units to

the left. Write down the equation

of the new graph
 Solving problems/non-routine
QUESTION A
Given


x = 6 + 6 + 6 + 6 + ....

1) Write down x2 in terms of x

2) Hence determine the value of x
3)
QUESTION B

Given x = 999 999 999 999, determine the exact value of

1) 2
x −4
x−2
Proof
Proof
• NCS: In SAG and Exam guidelines:
– Content
– Cognitive levels


• OTHER: Weighting in terms of objectives

“Read, interpret and solve a given problem using
appropriate mathematical terms”
“Formulate a mathematical argument and
communicate it clearly”
“Organize and present information and date in tabluar,
graphical and/or diagrammatic forms”


 NCS
• Mathematics is important for critical
democratic citizenship
• Mathematics is relevant and practical.
Mathematical modelling is an important
tool
• Mathematics is created and organised
using particular processes
• Mathematics is a body of knowledge
 NCS Maths
• Purpose:
“An important purpose of Mathematics in
the FET band is the establishment of
proper connections between Maths as a
discipline and the application of
mathematics in real-world contexts.
Mathematical modelling provides
learners with the means to analyse and
describe their world mathematically...”
 Modelling
• “Modelling as a process should be
included in all papers, thus contextual
questions can be asked in any topic”
• Word problems vs standard applications
vsmodelling problems
 NCS MATHS
• Purpose:
“Competence in mathematical process
skills such as investigating, generalising
and proving is more important than the
acquisition of content knowledge for its
own sake”
 Process skills
• In number patterns:
– NCS: investigate, make conjectures, generalise,
explain, justify, prove
– EG clarification: investigate, identify, extend,
explain, determine, calculate
• Proofs of the sum of arithmetic and geometric series are
examinable
• Prove properties of polygons using analytic methods
• Proofs of trig formulae excluded
• Proofs in transformation geom? Proofs in algebra?
 What possibilities?
Low Moderate High
Solving real-world complexity complexity Complexity
problems; Mathematical
Mathematical practices,
modelling
such as conjecturing,
Mathematical knowledge
generalising, justifying
(facts, procedures, forms
providing
of representation, notation)