Cognitive Load in Algebra: Element Interactivity in Solving Equations

Autor/inn/en	Ngu, Bing Hiong; Chung, Siu Fung; Yeung, Alexander Seeshing
Titel	Cognitive Load in Algebra: Element Interactivity in Solving Equations
Quelle	In: Educational Psychology, 35 (2015) 3, S.271-293 (23 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0144-3410
DOI	10.1080/01443410.2013.878019
Schlagwörter	Problem Solving; Equations (Mathematics); Educational Psychology; Cognitive Processes; Difficulty Level; Middle School Students; Pretests Posttests; Comparative Analysis; Instructional Design; Foreign Countries; Likert Scales; Statistical Analysis; Teaching Methods; Mathematics Instruction; Asia + Suchen Sie Ihr Suchwort? Problemlösen; Equations; Mathematics; Gleichungslehre; Erziehungspsychologie; Pädagogische Psychologie; Cognitive process; Kognitiver Prozess; Schwierigkeitsgrad; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Lesson concept; Lessonplan; Unterrichtsentwurf; Ausland; Likert-Skala; Statistische Analyse; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Asien
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. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01