Search results for: Graeber Anna O.

In this article, the authors focus on one aspect of instruction, the extent of cognitive demand that characterizes reading and mathematics instruction in fourth- and fifth-grade classrooms. The authors wanted to explore whether the instructional styles of teachers who teach in both subject areas exhibited similar amounts of cognitive demand. The findings suggest that the level of cognitive demand exhibited in the tasks teachers pose and the responses and work of students are similar in mathematics and reading.