DESIGNING WORKED EXAMPLES TO TEACH PRIMARY MATHEMATICS SUCCESS AND FAILURE.pdf (224.62 kB)
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.
History
School
- Science
Department
- Mathematics Education Centre
Published in
Cognitive Load: Theory and ApplicationsPages
83 - 100Publisher
Nova Science PublishersVersion
- AM (Accepted Manuscript)
Rights holder
© Nova Science PublishersPublisher statement
This book chapter was accepted for publication in the book Cognitive Load: Theory and Applications [© Nova Science Publishers]. The published version is available at https://novapublishers.com/shop/cognitive-load-theory-and-applications/Publication date
2021-07-30Copyright date
2021ISBN
9781536198423; 9781536198775Book series
Perspectives on Cognitive PsychologyLanguage
- en