Enhancing learners’ problem solving performance in mathematics: A cognitive load perspective

Abstract

This paper reports on a pilot study that investigated the effect of implementing a context-based problem solving instruction (CBPSI) to enhance the problem solving performance of high school mathematics learners. Primarily, the pilot study aimed: (1) to evaluate the efficiency of data collection instruments; and, (2) to test the efficacy of CBPSI in relation to learners' problem solving performance. In this paper CBPSI refers to a teaching approach in which everyday problem solving knowledge and practices are uncovered when learners are exposed to tasks that give meaning to their everyday experiences. Given that the design of a pilot study lacked the inclusion of a control group, it is reasonable to conclude that the current design embraced elements of a pre-experimental research approach in which a one-group pre-test post-test design was followed. Participants consisted of a convenient sample of 57 Grade 10 learners who performed poorly in mathematics problem solving. The results of the study informed various conceptual and methodological revisions to strengthen the design of the main study, however, this paper reports only the effect of CBPSI on participants' problem solving performance. The post-intervention achievement test suggested that CBPSI was effective in substantially accelerating learners' problem solving performance (p<0.05). Using a cognitive load theory, it is possible to explain aspects of growth in learners' problem solving performance in relation to the conceptual notion of human cognitive architecture.

First‐year undergraduate students’ statistical problem‐solving skills

“…Lecturers should do the same when they provide feedback on assignments in the form of a memorandum. In so doing, they can demonstrate to students what constitutes good practice in solving a problem as research has shown that people learn by copying the actions of others [43].…”

Evolution of Pre-Service Mathematics Teachers’ Spatial Visualisation Skills During a Cognitive Load Theory-Based Education

“…In such cases, guiding and encouraging learners to invest more time and effort in defining the problem and finding solutions allows them to reflect on the quality of their own representations and solutions (Law et al, 2021). Various studies (Azimah et al, 2020;Dhlamini, 2016;Zahara et al, 2020) also stated that CLT-based education could effectively develop and strengthen learners' problem-solving skills and schemas and their learnings, as demonstrated by research focusing on problem-solving first approach (Likourezos & Kalyuga, 2017), goal-free tasks (Purnama & Retnowati, 2020), worked examples (Sentz & Stefaniak, 2019), self-explanations (Joo et al, 2020), imagination (Leopold & Mayer, 2015) and guided learning (Simamora et al, 2019).…”

Cognitive Load in Solving Mathematics Problems: Validating the Role of Motivation and the Interaction Among Prior Knowledge, Worked Examples, and Task Difficulty

“…Evidence from preliminary studies further demonstrates that domain prior knowledge may play a role in the interaction between task difficulty and instructional strategy (Dhlamini, 2016;Orvis, Horn, & Belanish, 2008). Orvis et al (2008) examined the role of instructional strategy in video-game based learning.…”