Ngu, Bing Hiong

Phan, Huy P

Sigauke, Aaron T

Maniam, Vegneskumar

Usop, Hasbee

2019

Students all over the world learn linear equations, which is a universal topic in junior secondary mathematics curriculum. In relation to learning linear equations, the balance method is usually preferred in Western countries. Apparently, the balance method highlights the concept of "balance" on both sides ·of a linear equation, which is critical in understanding the equal (i.e.,- '=') sign concept in equation solving. In contrast, the inverse method is popular in many Asian countries. The inverse method conceptualizes, for example, addition as an inverse operation to subtraction in equation solving. Asian mathematics teachers tend L view the balance method as complicated, error prone, and inefficient for effective learning. Western mathematics teachers, in contrast, regard the inverse method, which emphasizes the importance of procedural manipulation (change sign, change side), a being limited in addressing the equal sign concept. The main difference between the inverse method and the balance method lie in the critical procedural step (e.g., + 2 on both side versus- 2 becomes + 2). For the balance operation (e.g., + 2 on both side. ), the interaction between elements occurs on both sides of the equation. ln contrast, for the inverse operation (- 2 becomes+ 2), interaction between elements occurs on one side of the equation only. Research has indicated that the balance method imposes higher cognitive load than the inverse method, and therefore is inferior in learning linear equations. The present study, cross-cultural in nature, intends to shed light on the ongoing debate between Asian countries and Western countries in regard to the effectiveness of instructional practices (i.e., balance method versus inverse method) for learning linear equations . .Drawing from our previous research inquiries, we implemented an intervention design by which secondary school students in Australia and Malaysia (N = 147) who had no prior knowledge of linear equations were randomly assigned to the balance method or the inverse method lo learn how to solve one-step equations (e.g., x - 3 = - 7). Both the balance group and the inverse group completed a pre-test, studied an instruction sheet completed multiple example-equation pairs, and a post-test. Each example-equation pair comprised of a worked example paired with an equation. For both Australian and Malaysian students, the inverse group outperformed the balance groups for the practice equations not but the post-test. Malaysian students outperformed Australian students on practice problems irrespective of the balance group or the inverse group, whereas Malaysian student outperformed Australian students on post-test for the inverse group only. The present study, in line with the scope of this edited book, is significant for its inquiries into comparative instructional approaches for effective mathematics learning from the perspective of cognitive load imposition. Om examination of an in-class intervention has clarified the myth concerning cross-cultural differences in perceptions, appreciation and understanding of different instructional approaches ( i.e., balance method versus inverse method). The findings have indicated an advantage of the inverse method over the balance method in facilitating learning of one-step equations irrespective of cultural context.

Selected Topics in Cultural Studies, p. 91-121

9781536147360

1536147362

9781536147353

1536147354

https://hdl.handle.net/1959.11/27951

en

Nova Science Publishers, Inc

Cultural Studies in the Third Millennium

1

Cognitive Load on Learning One-Step Equations: A Cross-Cultural Study Between Australia and Malaysia

Book Chapter

Publication