Secondary school algebra exercises: formal progression without cognitive demands in Mexican textbooks
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Abstract
This study analyses algebra tasks in official secondary school textbooks in Mexico, with the aim of examining the relationship between the formal progression of content and the cognitive demands they entail. A qualitative approach to document analysis is adopted, applied to 78 tasks, using a matrix based on didactic analysis, the theory of representational registers, and the cognitive demand framework. The results show a predominance of procedural tasks and a limited presence of activities with high cognitive demands. Furthermore, a formal progression of content is identified is not accompanied by an increase in cognitive demands, suggesting a stability in the nature of the mathematical activity promoted.
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