A Cognitive Load-Centric Inquiry into Mathematical Problem-Solving in Moderate to High Ability Stage 4 Students: An Exploratory Study

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avondale-bepress-to-dspace.facultyEducation
avondale-bepress.abstract<p>This research project examines problem solving processes in moderate to high-ability grade 7 and 8 mathematics students using cognitive load theory as a theoretical basis. This was done using a qualitative method and thematic analysis to identify the theme of cognitive load as it arose during four audio-recorded interview sessions with the six participants. A model is presented that examines the problem solving process based on the data collected in this study. This model proposes that problem solving involves reading, internalisation and classification of a problem. The solver uses mental restructuring and solution strategies to reduce cognitive load. Metacognition is used as a cognitive load monitoring device. Prior knowledge largely determines the chosen solution path and strategies. Unresolved cognitive overload results in confusion which leads to non-solution; cognitive clarity results in a solution. The implications of this model are discussed for teachers and students.</p>
avondale-bepress.articleid1051
avondale-bepress.authorsNicolas Zenteno
avondale-bepress.context-key11972196
avondale-bepress.coverpage-urlhttps://research.avondale.edu.au/theses_bachelor_honours/47
avondale-bepress.document-typethesis
avondale-bepress.field.advisor1Cedric Greive
avondale-bepress.field.comments<p>Every effort has been made to contact the author of this thesis to gain their permission. If the author objects to this thesis being online please email <a href="mailto:[email protected]">[email protected]</a></p> <p>A print copy of this thesis is held in the Avondale College Library (SC Theses 510.712 Z4).</p>
avondale-bepress.field.custom_citation<p>Zenteno, N. (2009). <em>A cognitive load-centric inquiry into mathematical problem-solving in moderate to high ability stage 4 students: An exploratory study</em> (Bachelor's thesis, Avondale College, Cooranbong, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/47/</p>
avondale-bepress.field.degree_nameBachelor of Education (Primary) (Honours) BEd (Primary) (Hons)
avondale-bepress.field.departmentEducation
avondale-bepress.field.embargo_date2018-04-16T00:00:00Z
avondale-bepress.field.for_codes130105 Primary Education (excl. Maori)
avondale-bepress.field.publication_date2009-11-01T00:00:00Z
avondale-bepress.field.schoolsEducation
avondale-bepress.fulltext-urlhttps://research.avondale.edu.au/cgi/viewcontent.cgi?article=1051&amp;context=theses_bachelor_honours&amp;unstamped=1
avondale-bepress.keywordsmathematics
avondale-bepress.keywordsproblem solving
avondale-bepress.keywordsteaching
avondale-bepress.label47
avondale-bepress.publication-date2009-11-01T00:00:00Z
avondale-bepress.publication-titleTheses Bachelor Honours
avondale-bepress.statepublished
avondale-bepress.submission-date2018-04-16T16:50:51Z
avondale-bepress.submission-paththeses_bachelor_honours/47
avondale-bepress.titleA Cognitive Load-Centric Inquiry into Mathematical Problem-Solving in Moderate to High Ability Stage 4 Students: An Exploratory Study
avondale-bepress.typearticle
dc.contributor.authorZenteno, Nicolas
dc.date.accessioned2023-11-01T00:26:43Z
dc.date.available2023-11-01T00:26:43Z
dc.date.issued2009-11-01
dc.date.submitted2018-04-16T16:50:51Z
dc.description.abstract<p>This research project examines problem solving processes in moderate to high-ability grade 7 and 8 mathematics students using cognitive load theory as a theoretical basis. This was done using a qualitative method and thematic analysis to identify the theme of cognitive load as it arose during four audio-recorded interview sessions with the six participants. A model is presented that examines the problem solving process based on the data collected in this study. This model proposes that problem solving involves reading, internalisation and classification of a problem. The solver uses mental restructuring and solution strategies to reduce cognitive load. Metacognition is used as a cognitive load monitoring device. Prior knowledge largely determines the chosen solution path and strategies. Unresolved cognitive overload results in confusion which leads to non-solution; cognitive clarity results in a solution. The implications of this model are discussed for teachers and students.</p>
dc.identifier.citation<p>Zenteno, N. (2009). <em>A cognitive load-centric inquiry into mathematical problem-solving in moderate to high ability stage 4 students: An exploratory study</em> (Bachelor's thesis, Avondale College, Cooranbong, Australia). Retrieved from https://research.avondale.edu.au/theses_bachelor_honours/47/</p>
dc.identifier.urihttps://research.avondale.edu.au/handle/123456789/11972196
dc.language.isoen_us
dc.rights<p>Every effort has been made to contact the author of this thesis to gain their permission. If the author objects to this thesis being online please email <a href="mailto:[email protected]">[email protected]</a></p> <p>A print copy of this thesis is held in the Avondale College Library (SC Theses 510.712 Z4).</p>
dc.subjectmathematics
dc.subjectproblem solving
dc.subjectteaching
dc.titleA Cognitive Load-Centric Inquiry into Mathematical Problem-Solving in Moderate to High Ability Stage 4 Students: An Exploratory Study
dc.typeThesis
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