Cognitive Load Theory and Mathematics Education
A special issue of Education Sciences (ISSN 2227-7102). This special issue belongs to the section "STEM Education".
Deadline for manuscript submissions: closed (1 June 2023) | Viewed by 1042
Special Issue Editor
Special Issue Information
Dear Colleagues,
Recent empirical research has challenged the benefits and efficiencies of solely using constructivist teaching approaches to teaching mathematics in the classroom. New approaches informed by advances in cognitive load theory (Sweller, 1988; Sweller, Ayers, and Kalyuga, 2011) provide insight into improved instructional methods and the consequent associated learning benefits to schema acquisition. Using teaching methods and instructional design material based on cognitive load theory principles has demonstrated enhanced student learning and understanding.
Cognitive load theory seeks to improve learning outcomes by manipulating instructional design material and instruction, to reduce of cognitive load thereby maximizing the available working memory resources. The working memory is pivotal to the learning process and is attributed to both problem solving and schema acquisition (Baddeley, 2000; Tulving and Craik, 2000). Reducing cognitive load therefore enhances both of these cognitive activities.
While a number of empirical studies have been undertaken investigating the application of cognitive load theory in the mathematics classrooms, more examples interrogating task design and classroom practice are required. This Special Edition welcomes both conceptual and empirical submissions exploring the application of cognitive load theory in mathematic classrooms from kindergarten to senior (high) secondary school.
We welcome submissions addressing topics including but not limited to the:
- Application of general cognitive load principles on mathematic topics;
- Use of gesturing during mathematics classroom practice;
- Theoretical design and conceptual development of cognitive load teaching material;
- Use of cognitive load in early learning and primary mathematic settings;
- Cognitive load during complex content in secondary mathematics;
- Cognitive load during complex content in senior secondary mathematics;
- Use of cognitive load effects in the mathematics classroom beyond worked examples;
- Adoption of innovative practices such as AI and VR based on cognitive load principles in the mathematics classroom.
I look forward to receiving your contributions.
Dr. Brendan Bentley
Guest Editor
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Keywords
- mathematics education
- cognitive load theory
- cognition
- working memory
- pedagogy
- instructional design
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