The nature and function of Task Complexity, in the context of senior secondary mathematics, has been identified through: a search of the research literature; interviews with experts that focused on the nature of task complexity; expert use of the Williams/Clarke Framework of Complexity (1997) as a tool to categorise the complexity of a task, and observation and analysis of the responses of senior secondary mathematics students as they worked in collaborative groups to solve an unfamiliar challenging problem. Although frequently used in the literature to describe tasks, ‘complexity’ has often lacked definition. Expert opinion about the nature of mathematical complexity was ascertained by seeking the opinions of experts in the areas of mathematics, mathematics education, and gifted education. Expert opinion about task complexity was stimulated by questions about the relative complexity of two tasks. The experts then categorised the complexities within each of these tasks using the Williams/Clarke Framework of Complexity. This framework identifies the dimensions of task complexity and was found by experts to be both useful and adequate for this purpose. A theoretical framework was developed to assess student ability to solve challenging problems. This theoretical framework was used to design a test to assess student ability to solve challenging problems. The information this test provided about the problem solving ability of the students in this study informed my analysis of student response to complexity.
| Identifer | oai:union.ndltd.org:ADTP/245848 |
| Date | January 2000 |
| Creators | Williams, Gaynor |
| Source Sets | Australiasian Digital Theses Program |
| Language | English |
| Detected Language | English |
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