For circle geometry problems, guidance in the form of subgoals or worked examples increased cognitive load during problem processing (Experiments 1-3)¶

Claim · All claims
Evidence · 1 study · causal r? · q2
Currency · newest study 1991 · not yet checked against its sources · not reviewed by a person

Subclaims¶

q2 i? Presenting guidance as subgoals or worked examples with geometry problems increased the cognitive load students experienced during problem processing. → Ahmad Tarmizi 1991

Evidence¶

Ahmad Tarmizi 1991¶

Ahmad Tarmizi, Rohani. (1991). Guidance During Mathematical Problem Solving. Doctoral thesis, University of New South Wales. http://hdl.handle.net/1959.4/69310

q2 · i? · causal · r?

Controlled classroom experiments with school students solving circle geometry problems, as reported in the thesis abstract. The three experiments showed that "giving students guidance in the form of subgoals or worked examples using geometry problems resulted in increased cognitive load". No effect size is printed.

"Experiments 1, 2, and 3 provided evidence that giving students guidance in the form of subgoals or worked examples using geometry problems resulted in increased cognitive load during problem processing."

Discussion¶

Related Claims¶

• When guidance was presented in a unitary (integrated) format, worked examples were superior to conventional problems (Experiments 4 and 5) — related
• Split-attention worked examples lose their advantage over conventional practice, while integrated formats restore it — related
• Structuring worked examples to emphasize subgoals, via labels or visual segmentation, enhances transfer to novel problems — related
• Minimal guidance is less effective for novices than explicit instruction — related
• Worked-example guidance becomes less effective as learner expertise increases. — related
• Under many circumstances, studying worked examples produced superior learning compared to active problem solving, as suggested by previous research — related