See also: [[Resource-Based Curriculum]] There are hundreds of skills in mathematics. Teaching these skills through 100 different bespoke activities creates a problem: students spend considerable class time processing the [[Surface and Deep Structure|surface structure]] of each task (Chi et al., 1981), consuming [[Memory|working memory]] capacity needed for mathematical thinking (Cowan, 2001; Sweller et al., 2019). [[Standardisation|Standardising the format]], such as through [[Use Booklets|booklets]] and a few high-value task structures, addresses this issue: - [[Retrieval Practice#Low Stakes Quizzes|Low-Stakes Quizzes]] - [[Low-Floor High-Ceiling#MathsVenns|Maths Venns]] - [[Diagnostic Questions]] - [[Low-Floor High-Ceiling#Open-Middle Problems|Open-Middle Problems]] - [[Exit Ticket|Exit Tickets]] ## References Chi, M. T. H., Feltovich, P. J., & Glaser, R. (1981). Categorization and representation of physics problems by experts and novices. *Cognitive Science*, 5(2), 121-152. https://doi.org/10.1207/s15516709cog0502_2 Cowan, N. (2001). The magical number 4 in short-term memory: A reconsideration of mental storage capacity. *Behavioral and Brain Sciences*, 24(1), 87-114. https://doi.org/10.1017/S0140525X01003922 Sweller, J., van Merriënboer, J. J. G., & Paas, F. (2019). Cognitive architecture and instructional design: 20 years later. *Educational Psychology Review*, 31(2), 261-292. https://doi.org/10.1007/s10648-019-09465-5