Zenteno, Nicolas2023-11-012023-11-012009-11-012018-04-16<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>https://research.avondale.edu.au/handle/123456789/11972196<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>en-us<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:research@avondale.edu.au">research@avondale.edu.au</a></p> <p>A print copy of this thesis is held in the Avondale College Library (SC Theses 510.712 Z4).</p>mathematicsproblem solvingteachingThesis