Describing Cognitive Orientation of Calculus I Tasks Across Different Types of Coursework

Abstract

We discuss the findings of an analysis of cognitive orientation of 4,953 mathematical tasks (representing all bookwork, worksheets, and exams) used by five instructors teaching Calculus I in a two-year college in the United States over a one-semester period. This study uses data from one of 18 cases from the Characteristics of Successful Programs in College Calculus (CSPCC) and characterizes the tasks using and adaptation of an analytical framework developed by Tallman & Carlson (2012). We found differences in the cognitive orientation by type of course work assigned (graded vs. ungraded) and differences by the instructors who assigned the course work. We discuss implications for practice and propose some areas for further exploration.