Designing worked examples to teach primary mathematics: success and failure

Cognitive Load Theory (CLT) aims to design load-reduction instructions to facilitate students learning. Worked example effect shows teaching with examples, for novices, is superior to let novices engage in problem solving. This chapter starts introducing human cognitive architecture served as the base of CLT, followed by a summary of CLT effects that apply in teaching mathematics. Some recent research results of designing worked examples in teaching mathematics to primary school students will be reported. The chapter concludes with educational implications and future directions for cognitive load research in mathematics education.