The document discusses the relationship between the cognitive demand of math tasks and student achievement. It finds that maintaining high cognitive demand throughout the setup and implementation of math tasks is linked to higher achievement. When tasks involve memorization or procedures without meaning, learning gains are lower. However, tasks requiring procedures with understanding or doing mathematics fully lead to greater gains. The document recommends further research on how the cognitive demand of math instruction changes from K-12 and how teachers' perceptions of task demands may also change.