RUME 27
2025
Alexandria, Virginia
Engendering Students’ Experience of Intellectual Need: Is Task Design Enough?
Page: 850
The research reported in this paper examines undergraduate students’ mathematical thinking while engaged with an intellectual need-provoking (IN-P) task. Our central goal is to infer design characteristics and strategies for the pedagogical implementation of IN-P tasks that orient students to confront the key idea that the task was designed to necessitate. The results of our analysis demonstrate that provoking a cognitive state of intellectual need is nuanced and complex and extends beyond thoughtful task design.