Cognitive Activities in Solving Mathematical Tasks: The role of a Cognitive Obstacle
Abstract
In the process of learning mathematics, students practice various forms of thinking activities aimed to substantially contribute to the development of their different cognitive structures. In this paper, the subject matter is a "cognitive obstacle", a phenomenon that occurs in the procedures of solving mathematical tasks. Each task in mathematics teaching should potentially be designed so that it contains requests that should be performed. Based on that, a cognitive obstacle that students face at the thought plan is created, as well as a cognitive challenge. In the process of "overcoming a cognitive obstacle" in solving the assigned task in mathematics teaching, it is necessary for a student to make an adequate cognitive effort and to optimally engage reference part of the actual cognitive capacity. The process takes place through exercising different thinking activities (thinking operations), using the previous knowledge and experience in solving certain groups of tasks. A system of c...ognitive obstacles should be grounded in the teaching mathematics, in order to enable an adequate level of thought activization of students and the development of various mathematical cognitive microstructures (abilities, skills, knowledge, etc.). It also enables students to develop and improve their capacity of mathematical thinking.
Keywords:
mathematical task / developmental transformation / cognitive obstacle / cognitive effort / cognitive challengeSource:
Eurasia Journal of Mathematics Science and Technology Education, 2016, 12, 9, 25032515Publisher:
 Eurasia, Ankara
DOI: 10.12973/eurasia.2016.1306a
ISSN: 13058215
WoS: 000382668700015
Scopus: 2s2.084992554946
Institution/Community
Pedagogija / PedagogyTY  JOUR AU  Antonijević, Radovan PY  2016 UR  http://reff.f.bg.ac.rs/handle/123456789/2253 AB  In the process of learning mathematics, students practice various forms of thinking activities aimed to substantially contribute to the development of their different cognitive structures. In this paper, the subject matter is a "cognitive obstacle", a phenomenon that occurs in the procedures of solving mathematical tasks. Each task in mathematics teaching should potentially be designed so that it contains requests that should be performed. Based on that, a cognitive obstacle that students face at the thought plan is created, as well as a cognitive challenge. In the process of "overcoming a cognitive obstacle" in solving the assigned task in mathematics teaching, it is necessary for a student to make an adequate cognitive effort and to optimally engage reference part of the actual cognitive capacity. The process takes place through exercising different thinking activities (thinking operations), using the previous knowledge and experience in solving certain groups of tasks. A system of cognitive obstacles should be grounded in the teaching mathematics, in order to enable an adequate level of thought activization of students and the development of various mathematical cognitive microstructures (abilities, skills, knowledge, etc.). It also enables students to develop and improve their capacity of mathematical thinking. PB  Eurasia, Ankara T2  Eurasia Journal of Mathematics Science and Technology Education T1  Cognitive Activities in Solving Mathematical Tasks: The role of a Cognitive Obstacle EP  2515 IS  9 SP  2503 VL  12 DO  10.12973/eurasia.2016.1306a ER 
@article{ author = "Antonijević, Radovan", year = "2016", abstract = "In the process of learning mathematics, students practice various forms of thinking activities aimed to substantially contribute to the development of their different cognitive structures. In this paper, the subject matter is a "cognitive obstacle", a phenomenon that occurs in the procedures of solving mathematical tasks. Each task in mathematics teaching should potentially be designed so that it contains requests that should be performed. Based on that, a cognitive obstacle that students face at the thought plan is created, as well as a cognitive challenge. In the process of "overcoming a cognitive obstacle" in solving the assigned task in mathematics teaching, it is necessary for a student to make an adequate cognitive effort and to optimally engage reference part of the actual cognitive capacity. The process takes place through exercising different thinking activities (thinking operations), using the previous knowledge and experience in solving certain groups of tasks. A system of cognitive obstacles should be grounded in the teaching mathematics, in order to enable an adequate level of thought activization of students and the development of various mathematical cognitive microstructures (abilities, skills, knowledge, etc.). It also enables students to develop and improve their capacity of mathematical thinking.", publisher = "Eurasia, Ankara", journal = "Eurasia Journal of Mathematics Science and Technology Education", title = "Cognitive Activities in Solving Mathematical Tasks: The role of a Cognitive Obstacle", pages = "25152503", number = "9", volume = "12", doi = "10.12973/eurasia.2016.1306a" }
Antonijević, R.. (2016). Cognitive Activities in Solving Mathematical Tasks: The role of a Cognitive Obstacle. in Eurasia Journal of Mathematics Science and Technology Education Eurasia, Ankara., 12(9), 25032515. https://doi.org/10.12973/eurasia.2016.1306a
Antonijević R. Cognitive Activities in Solving Mathematical Tasks: The role of a Cognitive Obstacle. in Eurasia Journal of Mathematics Science and Technology Education. 2016;12(9):25032515. doi:10.12973/eurasia.2016.1306a .
Antonijević, Radovan, "Cognitive Activities in Solving Mathematical Tasks: The role of a Cognitive Obstacle" in Eurasia Journal of Mathematics Science and Technology Education, 12, no. 9 (2016):25032515, https://doi.org/10.12973/eurasia.2016.1306a . .
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