Using a Worked-out Examples Instruction to Induce Problem Solving Performance in South African Schools
Year: 2015
Type: article
Abstract: The dawn of democracy in the mid-1990s has seen South African schools exploring different curriculum models to mitigate endemic deficiencies in learner performance.These curriculum initiatives have proposed different instructional strategies to teach content in school subjects.For instance, the recently introduced Curriculum and Assessment Policy Statement (CAPS) largely espouses the idea of using step-by-step worked-out examples to facilitate learning in mathematics.While one could argue that the teaching of mathematics has always incorporated the use of examples to facilitate learner understanding, but a seemingly stronger reliance of CAPS on worked-out examples calls for an enquiry on the perceived benefits of this teaching technique.The aim of this paper is to initiate a dialogue of advocacy to facilitate CAPS initiatives to optimally use worked-out examples for pedagogical purposes in South African mathematics classrooms.Using Cognitive Load Theory, the author highlights certain aspects of human cognitive system, which impact on the learning and development of problem solving skills.In addition, the author draws from previous studies to explore the relative efficiency of teaching material that is presented in the worked-out examples format.It is recommended that learning settings should be constructed such that they value the influence of worked-out examples in mathematics teaching to substantially profit learners' problem solving performance in mathematics.
Author: Joseph Dhlamini
Language: English
Subfield: Education
Field: Social Sciences
Domain: Social Sciences
SDG: Quality education
Open Access status: green
OpenAlex ID: W2626995793