Please use this identifier to cite or link to this item: https://hdl.handle.net/1959.11/26229
Title: Achievement Bests Framework, Cognitive Load Theory, and Equation Solving
Contributor(s): Ngu, Bing H  (author); Phan, Huy P  (author)orcid 
Publication Date: 2018
Open Access: Yes
DOI: 10.5772/intechopen.70568
Handle Link: https://hdl.handle.net/1959.11/26229
Abstract: The Framework of Achievement Bests provides an explanatory account into the process of optimization, which details how a person reaches from one level of best practice to that of a more optimal level. This framework, we contend, is significant in its explanatory account of personal growth, an internal state of flourishing, and the achievement of exceptionality. This chapter conceptualizes the applicability of the Framework of Achievement Bests to the context of instructional designs. We highlight the tenet of element interactivity, which is integral to the design of a particular mathematics instruction and its potential effectiveness. Element interactivity entails the interaction between elements within a learning material. Owing to the limited working memory capacity, an instruction that incurs high level of element interactivity would impose high cognitive load leading to reduced learning. Our conceptualization postulates the possible alignment between suboptimal and optimal instructional designs with realistic and optimal levels of best practice, respectively. This postulation (e.g., suboptimal instructional design → realistic level of best practice), which recognizes the importance of cognitive load imposition, is significant from a practical point of view. By focusing on instructional designs, it is possible to assist individuals to achieve optimal best practice in learning.
Publication Type: Book Chapter
Source of Publication: New Pedagogical Challenges in the 21st Century, p. 287-306
Publisher: InTech Open Science Open Minds
Place of Publication: Rijeka, Croatia
ISBN: 9781789233803
9781789233810
178923381X
Field of Research (FOR): 130106 Secondary Education
130202 Curriculum and Pedagogy Theory and Development
130208 Mathematics and Numeracy Curriculum and Pedagogy
Socio-Economic Outcome Codes: 930101 Learner and Learning Achievement
930102 Learner and Learning Processes
930201 Pedagogy
HERDC Category Description: B1 Chapter in a Scholarly Book
Other Links: https://www.intechopen.com/books/new-pedagogical-challenges-in-the-21st-century-contributions-of-research-in-education
Appears in Collections:Book Chapter
School of Education

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