Constructivism versus Cognitive Load Theory: In Search for an Effective Mathematics Teaching

Constructivism versus Cognitive Load Theory: In Search for an Effective Mathematics Teaching Upu Bustang

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Constructivism versus Cognitive Load Theory: In Search for an Effective Mathematics Teaching 2021 10.48550/arxiv.2108.04796 upu2021-constructivism-versus-cognitive-lo upu2021-constructivism-versus-cognitive-lo.txt, the project's staged copy bf0f189b844fcd9086f6cab9403af594e4b84c21 open-access education

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0 spans located by searching the stored text for the quote's exact words, allowing any whitespace between them critique Quotation withheld because this record is not cleared for redistribution. constructivist instruction versus cognitive load in mathematics teaching Quotation withheld because this record is not cleared for redistribution. review review Quotation withheld because this record is not cleared for redistribution. mechanisms Scaffolding lowers cognitive load by structuring the task so learners attend only to the parts relevant to the learning goals, which is why constructivist teaching does not overload working memory Quotation withheld because this record is not cleared for redistribution. The author characterises the review of constructivist research as limited in scope. Quotation withheld because this record is not cleared for redistribution. The empirical dispute rests on a prior question of naming: whether one label covers the other. what this limits: the claim that constructivist teaching is or is not effective: the author argues these approaches cannot be equated with minimally guided instruction, so the two sides of the dispute are not necessarily discussing the same class of teaching Quotation withheld because this record is not cleared for redistribution. The contradicting result is about a different outcome from the one the original claim measured. what this limits: a comparison of direct instruction against constructivist approaches: the opposing finding concerns robust acquisition and maintenance of knowledge over time, which is not the outcome the efficacy claim was made about Quotation withheld because this record is not cleared for redistribution. The theory on the other side of the argument rests on a stated assumption about cognitive architecture. what this limits: any prediction drawn from cognitive load theory here: it is based on the assumption that human cognitive architecture can process only a limited amount of information in working memory in a given time Quotation withheld because this record is not cleared for redistribution. The paper argues from other people's studies rather than from evidence gathered for it. what this limits: the support offered here for constructivist approaches: the author discusses guidance and evidence drawn from published studies to argue these approaches cannot be categorised as minimally guided instruction, rather than reporting a new study Quotation withheld because this record is not cleared for redistribution. constructivism constructivism Quotation withheld because this record is not cleared for redistribution. minimally guided instruction minimally guided instruction Quotation withheld because this record is not cleared for redistribution. cognitive load theory cognitive load theory Quotation withheld because this record is not cleared for redistribution. scaffolding scaffolding Quotation withheld because this record is not cleared for redistribution. working memory working memory Quotation withheld because this record is not cleared for redistribution. constructivism vs minimally guided instruction - THE IDENTIFICATION THE WHOLE DISPUTE TURNS ON: one side treats constructivist teaching as an instance of minimally guided instruction and attacks it on that basis, and this author denies the equation, so both sides can be right about different classes of teaching Quotation withheld because this record is not cleared for redistribution. working memory and long-term memory - TWO DEFINITIONS, BOTH ATTRIBUTED: the first is the memory used for all conscious activities and the only one that can be monitored, the second a large and relatively permanent store, and both are given on the authority of named authors rather than argued for here Quotation withheld because this record is not cleared for redistribution. scaffolding - DEFINED BY CITATION: the process by which a teacher or more knowledgeable peer alters the learning task so the learner can accomplish what would otherwise be out of reach, attributed to a specific author and year rather than stipulated Quotation withheld because this record is not cleared for redistribution. contradicts → Kirschner, Sweller and Clark (2006) Quotation withheld because this record is not cleared for redistribution. builds-on → Hmelo-Silver, Duncan and Chinn (2007) Quotation withheld because this record is not cleared for redistribution. constructivism —distinct-from→ minimally guided instruction constructivism minimally guided instruction strength of the relation: 1 Quotation withheld because this record is not cleared for redistribution. The paper argues that constructivist approaches allow flexible adaptation of guidance and so fit how cognitive structures are organised. Quotation withheld because this record is not cleared for redistribution. Its concluding claim is that scaffolding is what makes constructivist approaches compatible with human cognitive architecture, because scaffolding reduces working memory load. Quotation withheld because this record is not cleared for redistribution. Constructivist approaches such as problem-based and inquiry learning supply learners with scaffolding covering both how to do the task and why it should be done that way, so learners are not left to construct everything alone. Quotation withheld because this record is not cleared for redistribution. Reviewing the evidence, the paper concludes the claim that constructivist approaches do not work is not well supported and that evidence points the other way. Quotation withheld because this record is not cleared for redistribution. Constructivism is a general theory of learning, while Realistic Mathematics Education is a theory of learning and instruction specific to mathematics. Quotation withheld because this record is not cleared for redistribution. The paper does not claim that constructivist approaches are better than other instructional guidance such as direct instruction. Quotation withheld because this record is not cleared for redistribution. minimally guided instruction minimally guided instruction Quotation withheld because this record is not cleared for redistribution. scaffolding scaffolding Quotation withheld because this record is not cleared for redistribution. working memory working memory Quotation withheld because this record is not cleared for redistribution. long-term memory long-term memory Quotation withheld because this record is not cleared for redistribution. cognitive load theory cognitive load theory Quotation withheld because this record is not cleared for redistribution. intrinsic cognitive load intrinsic cognitive load Quotation withheld because this record is not cleared for redistribution. extraneous cognitive load extraneous cognitive load Quotation withheld because this record is not cleared for redistribution. germane cognitive load germane cognitive load Quotation withheld because this record is not cleared for redistribution. constructivist theory constructivist theory Quotation withheld because this record is not cleared for redistribution. five to nine items — Working memory capacity for not-previously-learned information, the limit the paper reasons from (attributed to Miller, 1994) Quotation withheld because this record is not cleared for redistribution.

The full text of this article is not redistributable, so it is not included here. The evidence sentences are withheld with it; the tag layer and its grounding status remain. The article itself is at https://doi.org/10.48550/arxiv.2108.04796.