Please use this identifier to cite or link to this item:
https://hdl.handle.net/1959.11/16857
Title: | Cognitive load in algebra: element interactivity in solving equations | Contributor(s): | Ngu, Bing (author); Chung, Siu Fung (author); Yeung, Alexander Seeshing (author) | Publication Date: | 2015 | DOI: | 10.1080/01443410.2013.878019 | Handle Link: | https://hdl.handle.net/1959.11/16857 | Abstract: | Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N=71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements. | Publication Type: | Journal Article | Source of Publication: | Educational Psychology, 35(3), p. 271-293 | Publisher: | Routledge | Place of Publication: | United Kingdom | ISSN: | 1469-5820 0144-3410 |
Fields of Research (FoR) 2008: | 130208 Mathematics and Numeracy Curriculum and Pedagogy | Fields of Research (FoR) 2020: | 390109 Mathematics and numeracy curriculum and pedagogy | Socio-Economic Objective (SEO) 2008: | 930102 Learner and Learning Processes 930201 Pedagogy 930101 Learner and Learning Achievement |
Socio-Economic Objective (SEO) 2020: | 160302 Pedagogy | Peer Reviewed: | Yes | HERDC Category Description: | C1 Refereed Article in a Scholarly Journal |
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Appears in Collections: | Journal Article School of Education |
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