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 language | English |
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| Title of host publication | Proceedings of the 39th Conference of the International Group for the Psychology of Mathematics Education (PME39) |
| Editors | Kim Beswick, Tracey Muir, Jill Wells |
| Place of Publication | Praha Czech Republic |
| Publisher | International Group for the Psychology of Mathematics Education |
| Pages | 105 - 112 |
| Number of pages | 8 |
| Volume | 4 |
| Publication status | Published - 2015 |
| Event | Annual Conference of the International Group for the Psychology of Mathematics Education 2015 - Hobart, Australia Duration: 13 Jul 2015 → 18 Jul 2015 Conference number: 39th |
Conference
| Conference | Annual Conference of the International Group for the Psychology of Mathematics Education 2015 |
|---|---|
| Abbreviated title | PME 2015 |
| Country/Territory | Australia |
| City | Hobart |
| Period | 13/07/15 → 18/07/15 |