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Cognitive load issues in teaching and learning mathematics

Cognitive load issues in teaching and learning mathematics

Cognitive load issues in teaching and learning mathematics. Slava Kalyuga. Outline. Review of CLT principles Reducing cognitive load in mathematics instruction Learner prior knowledge and instructional guidance Responding to alternative approaches Implications. ?. ?. Working memory.

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683 views • 58 slides
halo

halo

halo. patrick baudisch , microsoft research , LDUX * & ruth rosenholtz, parc, ASD april 10 th , CHI 2003. *while at xerox parc, now parc inc. +. the problem. halo <demo>. contents. halo is not a focus plus context technique (related work)

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435 views • 28 slides
halo

halo

halo. patrick baudisch , microsoft research , LDUX * & ruth rosenholtz, parc, ASD april 10 th , CHI 2003. *while at xerox parc, now parc inc. +. the problem. halo <demo>. contents. halo is not a focus plus context technique (related work)

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509 views • 28 slides
Why Some Material is Difficult to Learn

Why Some Material is Difficult to Learn

Why Some Material is Difficult to Learn. John Sweller and Paul Chandler, Cognition and Instruction 1994. Balancing effective learning & cognitive load. Intrinsic load. Effective learning. Extraneous load. Schema Acquisition and Automation. Effectiv e learning. Intrinsic load.

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261 views • 25 slides
The conditions under which instructional animation may be effective

The conditions under which instructional animation may be effective

The conditions under which instructional animation may be effective. Paul Ayres, Slava Kalyuga, Nadine Marcus & John Sweller University of New South Wales, Sydney, Australia Paper presented at an International Workshop and Mini-conference, Open University of the Netherlands 29August 2005.

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227 views • 13 slides
The conditions under which instructional animation may be effective

The conditions under which instructional animation may be effective

The conditions under which instructional animation may be effective. Paul Ayres, Slava Kalyuga, Nadine Marcus & John Sweller University of New South Wales, Sydney, Australia Paper presented at an International Workshop and Mini-conference, Open University of the Netherlands 29August 2005.

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151 views • 13 slides

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