Work in Mathematics Classes: The Context of Students’ Thinking During Instruction

Walter Doyle

Research output: Contribution to journalArticlepeer-review

188 Scopus citations


The research program described in this article has focused on the work students do in classrooms and how that work influences students’ thinking about content. The research is based on the premise that the tasks teachers assign determines how students come to understand a curriculum domain. Tasks serve, in other words, as a context for students’ thinking during and after instruction. The first section of this article contains an overview of the task model that guided research. The second section provides a summary of findings concerning the properties of students’ work in classrooms, with special attention to work in mathematics classes. I conclude with a brief discussion of implications of this research for understanding classroom processes and their effects.

Original languageEnglish (US)
Pages (from-to)167-180
Number of pages14
JournalEducational Psychologist
Issue number2
StatePublished - Mar 1988

ASJC Scopus subject areas

  • Developmental and Educational Psychology


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