Cognitive load in algebra: element interactivity in solving equations |
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| Authors: | Bing Hiong Ngu Siu Fung Chung Alexander Seeshing Yeung |
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| Institution: | 1. School of Education, The University of New England, Armidale, Australia;2. School of Health, Kiang Wu Nursing College of Macau, Macao, China;3. Centre for Positive Psychology and Education, University of Western Sydney, Penrith, Australia |
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| Abstract: | Central to equation solving is the maintenance of equivalence on both sides of the equation. However, when the process involves an interaction of multiple elements, solving an equation can impose a high cognitive load. The balance method requires operations on both sides of the equation, whereas the inverse method involves operations on one side only. In an experiment, middle school students (N?=?71) were randomly assigned to the balance and inverse methods to complete a pre-test, an acquisition phase and a post-test. Pre-test and post-test comparisons found that the inverse group outperformed the balance group for those equations that involved high element interactivity. Instructional efficiency measures further confirmed that the balance method imposed higher cognitive load. The inverse method was capable of reducing cognitive load due to the interacting elements. |
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| Keywords: | element interactivity equation solving mathematics education |
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