Will learning to solve one-step equations pose a challenge to 8th grade students?
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Bing Hiong Ngu [1] ; Huy P. Phan [1]
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[1] University of New England
University of New England
Australia
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- Localización: International journal of mathematical education in science and technology, ISSN 0020-739X, Vol. 48, Nº. 6, 2017, págs. 876-894
- Idioma: inglés
- DOI: 10.1080/0020739x.2017.1293856
- Texto completo no disponible (Saber más ...)
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Resumen
Assimilating multiple interactive elements simultaneously in working memory to allow understanding to occur, while solving an equation, would impose a high cognitive load. Element interactivityarises from the interaction between elements within and across operational and relational lines. Moreover, operating with special features (e.g. negative pronumeral) poses additional challenge to master equation solving skills. In an experiment, 41 8th grade students (girls = 16, boys = 25) sat for a pre-test, attended a session about equation solving, completed an acquisition phase which constituted the main intervention and were tested again in a post-test. The results showed that at post-test, students performed better on one-step equations tapping low rather than high element interactivity knowledge. In addition, students performed better on those one-step equations that contained no special features. Thus, both the degree of element interactivity and the operation with special features affect the challenge posed to 8th grade students on learning how to solve one-step equations.
