This paper outlines a seven-step process for developing problem-solving tasks informed by cognitive load theory. Through an example of a task developed for Year 2 students, we show how this approach can be used to produce challenging mathematical tasks that aim to optimise cognitive load for each student.

In this article Anne Roche describes some of the different types of story problems defined in the Cognitively Guided Instruction professional development program. Teachers will find the table reproduced on page 32 to be very helpful in designing word problems. Roche then gives some suggestions for improving the way division stories are used in the…

Describes the mathematical processes that occur during problem solving, reasoning, and communication. Provides examples from mathematics education research with preschoolers. (ASK)