Date of Award

11-2009

Embargo Period

4-16-2018

Degree Type

Thesis

Degree Name

Bachelor of Education (Primary) (Honours) BEd (Primary) (Hons)

Faculty

Education

School

Education

First Advisor

Cedric Greive

ANZSRC / FoR Code

130105 Primary Education (excl. Maori), 130208 Mathematics and Numeracy Curriculum and Pedagogy

Abstract

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.

Comments

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 research@avondale.edu.au

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