Abstract:

Mathematical education aims to develop the ability to use mathematical tools in problem-solving and to propose strategies for their solutions. Real-life situations can be regarded as a means of teaching mathematics at various educational levels. Real-life problems serve as a tool for learning mathematics and developing mathematical competence. The presented research intends to conduct a cognitive and content analysis of mathematical tasks set in real-life contexts to (A) identify the possibilities of using different types of object representations included in the task in the context of the applied solving strategy and (B) specify indicators for the development of components of mathematical competence (mathematical knowledge, didactical knowledge, procedural domain, and emotional domain).

The cognitive and content analysis of tasks in the presented study is focused on:
- Identifying elements of learning abilities, specifically working memory, planning, attention control, and cognitive flexibility,
- Specifying mathematical content,
- Examining problem-solving strategies,
- Creating indicators for developing tasks of different levels of cognitive demand.

Tasks provide a platform for creating resources to implement the concept of contextual learning into mathematical education.

The paper is supported by projects:
VEGA 1/0468/25 Thought processes in mathematics: specification of mathematical competencies development indicators of teachers in primary education
VEGA1/0734/25 Contextual learning in mathematics education – research on integration possibilities of domain-specific and cross-curricular competencies in the context of curricular transformation

Keywords:

Mathematical task, Cognitive Analysis, Mathematical Competence.