The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications

Tracey Clarke; Paul Ayres; John Sweller

doi:10.1007/bf02504794

journal article Sep 01, 2005

The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications

Tracey Clarke Paul Ayres John Sweller

Educational technology research and development Vol. 53 No. 3 pp. 15-24 · Springer Science and Business Media LLC

View at Publisher Save 10.1007/bf02504794

Topics

No keywords indexed for this article. Browse by subject →

References

34

[1]

Bloom, B. S. (1956)Taxonomy of educational objectives. Handbook 1: Cognitive domain. London: Longman.

[2]

Cerpa, N., Chandler, P., & Sweller, J. (1996). Some conditions under which integrated computer-based training software can facilitate learning.Journal of Educational Computing Research, 15, 345–367. 10.2190/mg7x-4j8n-ckyr-p06t

[3]

Chandler, P., & Sweller, J. (1996). Cognitive load while learning to use a computer program.Applied Cognitive Psychology, 10, 151–170. 10.1002/(sici)1099-0720(199604)10:2<151::aid-acp380>3.0.co;2-u

[4]

Chi, M., Glaser, R., & Rees, E. (1982). Expertise in problem solving. In R. Sternberg (Ed.),Advances in the psychology of human intelligence (pp. 7–75). Hillsdale, NJ: Erlbaum.

[5]

Cooper, G., & Sweller, J. (1987). Effects of schema acquisition and rule automation on mathematical problem-solving transfer.Journal of Educational Psychology, 79, 347–362. 10.1037/0022-0663.79.4.347

[6]

Ericsson, K. A., & Kintsch, W. (1995). Long-term working memory.Psychological Review, 102, 211–245. 10.1037/0033-295x.102.2.211

[7]

Kalyuga, S., Ayres, P., Chandler, P., & Sweller, J. (2003). Expertise reversal effect.Educational Psychologist, 38, 23–31. 10.1207/s15326985ep3801_4

[8]

Kalyuga, S., Chandler, P., & Sweller, J. (2001). Learner experience and efficiency of instructional guidance.Educational Psychology, 21, 5–23. 10.1080/01443410124681

[9]

Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (2004). Timing of information presentation in learning statistics.Instructional Science, 32, 233–252. 10.1023/b:truc.0000024191.27560.e3

[10]

Kester, L., Kirschner, P. A., & van Merriënboer, J. J. G. (in press). The management of cognitive load during complex cognitive skill acquisition by means of computer simulated problem solving.British Journal of Educational Psychology. 10.1348/000709904x19254

[11]

Just-in-time information presentation and the acquisition of complex cognitive skills

Liesbeth Kester, Paul A Kirschner, Jeroen J.G van Merriënboer et al.

Computers in Human Behavior 2001 10.1016/s0747-5632(01)00011-5

[12]

Kotovsky, K., Hayes, J. R., & Simon, H. A. (1985). Why are some problems hard? Evidence from Tower of Hanoi.Cognitive Psychology, 17, 248–294. 10.1016/0010-0285(85)90009-x

[13]

Larkin, J., McDermott, J., Simon, D., & Simon, H. (1980). Expert and novice performance in solving physics problems.Science, 208, 1335–1342. 10.1126/science.208.4450.1335

[14]

Mayer, R. E. (2001)Multimedia learning. New York: Cambridge University Press. 10.1017/cbo9781139164603

[15]

Mayer, R. E., & Anderson, R. (1991). Animations need narrations: An experimental test of a dual-coding hypothesis.Journal of Educational Psychology, 83, 484–490. 10.1037/0022-0663.83.4.484

[16]

Mayer, R. E., & Anderson, R. (1992). The instructive animation: Helping students build connections between words and pictures in multimedia learning.Journal of Educational Psychology, 84, 444–452. 10.1037/0022-0663.84.4.444

[17]

The magical number seven, plus or minus two: Some limits on our capacity for processing information.

George A. Miller

Psychological Review 1956 10.1037/h0043158

[18]

Moreno, R., & Valdez, A. (2005). Cognitive load and learning effects of having students organize pictures and words in multimedia environments: The role of studient interactivity and feedback. [This special issue].Educational Technology Research and Development, 53(3), 35–45. 10.1007/bf02504796

[19]

Cognitive Load Theory and Instructional Design: Recent Developments

Fred Paas, Alexander Renkl, John Sweller

Educational Psychologist 2003 10.1207/s15326985ep3801_1

[20]

Cognitive Load Measurement as a Means to Advance Cognitive Load Theory

Fred Paas, Juhani E. Tuovinen, Huib Tabbers et al.

Educational Psychologist 2003 10.1207/s15326985ep3801_8

[21]

Paas, F., & van Merriënboer, J. J. G. (1993). The efficiency of instructional conditions: An approach to combine mental effort and performance measures.Human Factors, 35, 737–743. 10.1177/001872089303500412

[22]

Paas, F. & van Merriënboer, J. J. G. (1994). Variability of worked examples and transfer of geometric problem solving skills: A cognitive load approach.Journal of Educational Psychology, 86, 122–133. 10.1037/0022-0663.86.1.122

[23]

Pollock, E., Chandler, P., & Sweller, J. (2002). Assimilating complex information.Learning and Instruction, 12, 61–86. 10.1016/s0959-4752(01)00016-0

[24]

Renkl, A., & Atkinson, R. (2003). Structuring the transition from example study to problem solving in cognitive skill acquisition: A cognitive load perspective.Educational Psychologist, 38, 15–22. 10.1207/s15326985ep3801_3

[25]

Schnotz, W., & Rasch, T. (2005). Enabling, facilitating, and inhibiting effects of animations in multimedia learning: Why reduction of cognitive load can have negative results on learning. [This special issue].Educational Technology Research and Development, 53(3), 47–58. 10.1007/bf02504797

[26]

Cognitive Load During Problem Solving: Effects on Learning

John Sweller

Cognitive Science 1988 10.1207/s15516709cog1202_4

[27]

Sweller, J. (1999).Instructional design in technical areas. Melbourne, Australia: ACER Press.

[28]

Sweller, J. (2003). Evolution of human cognitive architecture. In B. Ross (Ed.),The psychology of learning and motivation. San Diego, CA: Academic Press.

[29]

The Use of Worked Examples as a Substitute for Problem Solving in Learning Algebra

John Sweller, Graham A. Cooper

Cognition and Instruction 1985 10.1207/s1532690xci0201_3

[30]

Cognitive Architecture and Instructional Design

John Sweller, Jeroen J. G. van Merriënboer, Fred G. W. C. Paas

Educational Psychology Review 1998 10.1023/a:1022193728205

[31]

Tarmizi, R., & Sweller, J. (1988). Guidance during mathematical problem solving.Journal of Educational Psychology, 80, 424–436. 10.1037/0022-0663.80.4.424

[32]

van Merriënboer, J. J. G., & Ayres, P. (2005). Research on cognitive load theory and its design implications for e-learning. [This special issue].Educational Technology Research and Development, 53(3), 5–13. 10.1007/bf02504793

[33]

van Merriënboer, J. J. G., Kirschner, P., & Kester, L. (2003). Taking the load off a learner's mind: Instructional design for complex learning.Educational Psychologist, 38, 5–13. 10.1207/s15326985ep3801_2

[34]

Wallen, E., Plass, J. L., & Brünken, R. (2005). The function of annotations in the comprehension of scientific texts: Cognitive load effects and the impact of verbal ability. [This special issue].Educational Technology Research and Development, 53(3), 59–71. 10.1007/bf02504798

Cited By

146

Navigating student uncertainty for productive struggle: Establishing the importance for and distinguishing types, sources, and desirability of scientific uncertainties

Ying‐Chih Chen, Michelle Jordan · 2024

Science Education

Metrics

146

Citations

34

References

Details

Published: Sep 01, 2005
Vol/Issue: 53(3)
Pages: 15-24
License: View

Authors

Cite This Article

Tracey Clarke, Paul Ayres, John Sweller (2005). The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications. Educational technology research and development, 53(3), 15-24. https://doi.org/10.1007/bf02504794

The impact of sequencing and prior knowledge on learning mathematics through spreadsheet applications

You May Also Like