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Designing worked examples to teach lower primary school students fractions

chapter
posted on 2023-01-03, 13:54 authored by Ouhao Chen, Arunachalam S/O Thannimalai, Slava Kalyuga

Cognitive load theory is an instructional theory which aims to generate innovative instructional methods based on the known characteristics of human cognitive architecture. The worked example effect is a well-established phenomenon in cognitive load theory, indicating advantages of explicit instruction over pure problem-solving activities for novice learners. However, it has been mostly investigated with secondary and high school students rather than younger students, such as lower primary school students. This chapter reviews the worked example effect and provides empirical evidence of applying it in teaching fractions to lower primary school students.

Funding

Leverhulme Trust

History

School

  • Science

Department

  • Mathematics Education Centre

Published in

Mathematical Cognition and Understanding: Interdisciplinary Perspectives on Mathematical Minds in the Middle School Years

Pages

247–258

Publisher

Springer

Version

  • AM (Accepted Manuscript)

Rights holder

© The Author(s), under exclusive license to Springer Nature Switzerland AG

Publisher statement

This book chapter was accepted for publication in the book Mathematical Cognition and Understanding: Interdisciplinary Perspectives on Mathematical Minds in the Middle School Years and the definitive published version is available at https://doi.org/10.1007/978-3-031-29195-1_13

Publication date

2023-06-01

Copyright date

2023

ISBN

9783031291944; 9783031291951

Language

  • en

Editor(s)

Katherine Robinson; Adam Dube; Donna Kotsopoulos

Depositor

Dr Ouhao Chen. Deposit date: 26 December 2022

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