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Abstract
Cognitive activation is a dimension of teaching quality which considers to what extent the teacher addresses the educational goal of student understanding, such as through successful implementation of demanding tasks. This study aimed to enrich empirical understandings of instructional formats and teacher-student interactions in cognitively activating lessons. Eight lessons were purposefully selected from a Nordic video database containing 125 lessons. The interactions in the lessons were analysed using reflexive thematic analysis and instructional formats using content analysis. Whole-class discussions and group work were the dominant formats. Four types of connection-making interactions were observed, connecting both within mathematics and to non-mathematical experience.
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Sigurjónsson, J. Ö. (2024). Teaching mathematics with high cognitive activation: instructional formats and connection-making interactions in high-level Nordic lessons. NOMAD – 29 (2), https://ncm.gu.se/2024/06/nomad-29-2/