The Mathematical Task Analysis Guide
Lower‐Level Demands Higher‐Level Demands
Memorization Tasks Procedures With Connections Tasks
Involve either producing previously learned facts, rules, formulae, or Focus students’ attention on the use of procedures for the purpose of
definitions OR committing facts, rules, formulae, or definitions to developing deeper levels of understanding of mathematical concepts
memory. and ideas.
Cannot be solved using procedures because a procedure does not Suggest pathways to follow (explicitly or implicitly) that are broad
exist or because the time frame in which the task is being completed general procedures that have close connections to underlying
is too short to use a procedure. conceptual ideas as opposed to narrow algorithms that are opaque
Are not ambiguous – such tasks involve exact reproduction of with respect to underlying concepts.
previously seen material and what is to be reproduced is clearly and Usually are represented in multiple ways (e.g., visual diagrams,
directly stated. manipulatives, symbols, problem situations). Making connections
Have no connection to the concepts or meaning that underlie the among multiple representations helps to develop meaning.
facts, rules, formulae, or definitions being learned or reproduced. Require some degree of cognitive effort. Although general
procedures may be followed, they cannot be followed mindlessly.
Students need to engage with the conceptual ideas that underlie the
procedures in order to successfully complete the task and develop
understanding.
Procedures Without Connections Tasks Doing Mathematics Tasks
Are algorithmic. Use of the procedure is either specifically called for Require complex and non‐algorithmic thinking (i.e., there is not a
or its use is evident based on prior instruction, experience, or predictable, well‐rehearsed approach or pathway explicitly suggested
placement of the task. by the task, task instructions, or a worked‐out example).
Require limited cognitive demand for successful completion. There is Require students to explore and to understand the nature of
little ambiguity about what needs to be done and how to do it. mathematical concepts, processes, or relationships.
Have no connection to the concepts or meaning that underlie the Demand self‐monitoring or self‐regulation of one’s own cognitive
procedure being used. processes.
Are focused on producing correct answers rather than developing Require students to access relevant knowledge and experiences and
mathematical understanding. make appropriate use of them in working through the task.
Require no explanations, or explanations that focus solely on Require students to analyze the task and actively examine task
describing the procedure that was used. constraints that may limit possible solution strategies and solutions.
Require considerable cognitive effort and may involve some level of
anxiety for the student due to the unpredictable nature of the
solution process required.
Stein, Smith, Henningsen, & Silver (2000). Implementing standards‐based mathematics instruction: A casebook for professional development, p. 16. New York: Teachers College Press.