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This paper reports on one part of a case study of two teachers and four 10 to 11 year old students who were low-attaining in mathematics. This paper examines the implementation of eight mathematics tasks from one of the research classrooms. For five out of these tasks the teacher reduced the cognitive demand of tasks during implementation, sometimes for the whole class and sometimes further changes were made for a target low-attaining student. The nature of these changes and the impact this may have had on the target student both cognitively and affectively are examined here.


School of Education

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Conference Paper

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