The role of technology based mathematical tasks in revealing students' cognitive demands

The aim of this study is to make firm the role of technology based mathematical tasks in revealing students' cognitive demands. Task Analysis Guide (Stein, Smith, Henningsen ve Silver, 2000) was developed under the title of Levels of Cognitive Demands (Smith ve Stein, 1998) within the scope Mathematical Tasks Framework (Stein ve Smith, 1998) was created on Quasar Project shall be used as framework in this study. Research was implemented on 20 third grade students and one mathematics teacher of Altınşehir High School locate in İstanbul. The research method is case study is type of qualitative research. Trigonometry subject was chosen in two-hours mathematics curriculum of 2011 and tasks was prepared with technology integration (such as Geogabra software) or without. Data collecting tools are process of preparation and implementation of tasks, students studies, semi-structured interview with teacher, lessons records and field notes. Data obtained from research was analyzed by document analysis, content analysis and descriptive analysis methods. It is found out students has similar success at completing each technology assisted tasks and not assisted. If we look from the viewpoint of cognitive demands, technology found more effective, students has less difficulties, needed less time and asked teacher less questions.It was shown that technology based tasks make revealing students' cognitive demands easy and help to maintain the level of cognitive demands more fluently. If there are many tasks in curriculum that may help teachers to create instructional environments as in this study. Key words: Cognitive demands, mathematical tasks, technology