Work

Using a cognitive load theory to account for the enhancement of high school learners’ mathematical problem solving skills

Year: 2011

Type: article

Abstract: This paper reports on a context-based problem solving instruction implemented to a group of high school mathematics learners to promote their problem solving skills.Participants consisted of a convenient sample (n = 57) of grade 10 learners who were of a disadvantaged socio-economic status and were low-performing in mathematics.Results from the achievement test suggested that the context-based problem solving instruction was effective in accelerating learners' problem solving performance (p < 0.05).Using a cognitive load theory, it is possible to explain aspects of learners' problem solving performance in terms of human cognitive architecture.

Source: Unisa Institutional Repository (University of South Africa)

Authors: Joseph Dhlamini, David Mogari

Language: English

Topic: Mathematics Education and Pedagogy

Subfield: Education

Field: Social Sciences

Domain: Social Sciences

SDG: Quality education

Open Access status: green

OpenAlex ID: W2612626582

FWCI: 4.246

Cites: 16

Cited by: 6

Related to: 10