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We examined Australian and Malaysian pre-service teachers' cognitive process in solving linear equations from a cognitive load perspective. Seventy six Australian and Malaysian pre-service teachers were randomly assigned to solve one-step, two-step and multi-step linear equations, and to undertake a concept test. For Australian pre-service teachers, both the one-step and two-step groups outperformed the multi-step group. In contrast, no difference between the one-step, two-step and multi-step groups was observed for Malaysian pre-service teachers. Moreover, all the three groups of Malaysian pre-service teachers outperformed the corresponding groups of Australian pre-service teachers. Regarding the concept test, both Australian and Malaysian pre-service teachers performed better on the inverse operation (e.g., -4 becomes +4) than the balance operation (e.g., +4 on both sides). The inverse operation incus half as many interactive elements as the balance operation, thus imposing lower cognitive load. |
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