How challenging tasks optimise cognitive load

    Research output: Chapter in Book/Report/Conference proceedingConference PaperResearchpeer-review

    Abstract

    This theoretical paper argues that the reform in mathematics towards more problem-based learning can be made consistent with cognitive load theory through the use of carefully designed challenging tasks. It is argued that such tasks can provide the benefits of problem-based approaches whilst being cognisant of the issue of cognitive overload. Possible directions for future research are suggested.
    Original languageEnglish
    Title of host publicationProceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39)
    EditorsKim Beswick, Tracey Muir, Jill Wells
    Place of PublicationPraha Czech Republic
    PublisherInternational Group for the Psychology of Mathematics Education
    Pages105 - 112
    Number of pages8
    Volume4
    Publication statusPublished - 2015
    EventAnnual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia
    Duration: 13 Jul 201518 Jul 2015
    Conference number: 39th

    Conference

    ConferenceAnnual Conference of the International Group for the Psychology of Mathematics Education 2015
    Abbreviated titlePME 2015
    CountryAustralia
    CityHobart
    Period13/07/1518/07/15

    Cite this