Cognitive Load Theory and Mathematics Learning: A Systematic Review

Aditomo, Anindito (2009) Cognitive Load Theory and Mathematics Learning: A Systematic Review. ANIMA Indonesian Psychological Journal, 24 (3). pp. 207-217. ISSN 0215 - 0158

Preview	PDF Anindito_Cognitive_Abstract_2014.pdf Download (14kB) | Preview
	PDF Aditomo 2009 Cognitive load theory and mathematics learning - A systematic review.pdf Restricted to Registered users only Download (145kB) | Request a copy

Abstract

Cognitive load theory (CLT) is an instructional design theory which is based on an information processing view of human cognition. Recently, proponents of this theory have claimed that all forms of “minimally-guided instruction” lead to poorer learning compared to direct instruction because they impose irrelevant cognitive load. This article critically examines this claim by reviewing the empirical evidence that it is based on. This review focuses on studies of mathematics learning. This review concludes that there is little evidence to support the strong claim made by cognitive load theory. Theoretical and practical implications of this finding are discussed.

Item Type:	Article
Uncontrolled Keywords:	cognitive load theory, mathematics, learning, direct instruction
Subjects:	B Philosophy. Psychology. Religion > BF Psychology L Education > L Education (General)
Divisions:	Faculty of Psychology > Department of Psychology
Depositing User:	Anindito Aditomo 205003
Date Deposited:	21 Aug 2015 02:24
Last Modified:	24 Mar 2021 15:08
URI:	http://repository.ubaya.ac.id/id/eprint/25249

Actions (login required)

View Item