
05878552
j
2011c.00264
Chinnappan, Mohan
Cognitive load and modelling of an algebra problem.
Math. Educ. Res. J. 22, No. 2, 823 (2010).
2010
Springer Netherlands, Dordrecht; Mathematics Education Research Group of Australasia (MERGA), Wahroonga, New South Wales, Australia
EN
C73
M13
cognitive processes
elementary algebra
teaching methods
modeling
mathematical models
problem solving
scaffolding
mathematical concepts
grade 9
secondary school mathematics
high school students
educational research
doi:10.1007/BF03217563
Summary: In the present study, I examine a modelling strategy as employed by a teacher in the context of an algebra lesson. The actions of this teacher suggest that a modelling approach will have a greater impact on enriching student learning if we do not lose sight of the need to manage associated cognitive loads that could either aid or hinder the integration of core concepts with processes that are at play. Results here also show that modelling a problem that is set within an authentic context helps learners develop a better appreciation of variables and relations that constitute the model. The teacher's scaffolding actions revealed the use of strategies that foster the development of connected, meaningful and more useable algebraic knowledge. (Contains 1 figure.) (ERIC)