This paper compares the longitudinal effect of instructional tasks on algebra learning that used a -based curriculum [Connected Mathematics Project (CMP)] to that of classrooms that used a traditional curriculum (non-CMP). CMP was developed based on the National Council of Teachers of Mathematics (NCTM) Standards and can be characterized as a problem-based curriculum. CMP teachers were more than three times as likely to implement high-level instructional tasks than non-CMP teachers. Increases in the cognitive demand were associated with enhanced growth rates in problem solving, computation, and equation solving. Notably, when controlling for the cognitive demand of the instructional tasks, the advantage of the CMP curriculum over the non-CMP curricula on students’ growth in problem solving disappeared. However, non-CMP curricula had an advantage on students’ growth over the CMP curriculum after the cognitive demand of the instructional tasks was controlled.

中文翻译：

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不同课程背景下的学生学习和教学任务：纵向研究

本文比较了使用基于课程[互联数学项目 (CMP)] 的代数学习教学任务与使用传统课程（非 CMP）的课堂的纵向影响。CMP 是根据美国数学教师委员会 (NCTM) 标准开发的，可以说是一门基于问题的课程。CMP 教师执行高水平教学任务的可能性是非 CMP 教师的三倍多。认知需求的增加与解决问题、计算和方程求解的增长率提高相关。值得注意的是，当控制教学任务的认知需求时，CMP 课程相对于非 CMP 课程在学生问题解决能力成长方面的优势消失了。然而，在控制了教学任务的认知需求后，非 CMP 课程比 CMP 课程在学生成长方面具有优势。