Comparative Effectiveness of Example-based Instruction and van Hiele Teaching Phases on Mathematics Learning

Abstract

This article explores the effectiveness of the pedagogical practices associated with the cognitive load theory and the van Hiele theory, which are two theories from cognitivism and constructivism perspectives, respectively. Following a quasi-experiment, the quantitative analysis of 157 high school students' responses to pre, post, and retention tests revealed that the students taught with the van Hiele teaching phases performed significantly better at the post and retention tests. While the cognitive load theory intervention bridges the gap between low and high ability students, the van Hiele teaching phases is beneficial to both low and high performing students. These results have implications for mathematics teaching practices and learning.