4C/ID Math Model for secondary-tertiary mathematics instruction¶

Theory · All theories
Evidence · 1 claim (1 for) · 1 study (1 associational), q3 · 0 of 1 report an effect size · 1 claim rests on one study

Description¶

The 4C/ID Math Model is an empirically confirmed adaptation of the Cognitive Load Theory-based Four-Component Instructional Design Model for secondary-tertiary mathematics. Its four renamed components are the Mathematical Learning Task Component (whole tasks presented to avoid the transfer paradox), the Conceptual Understanding Component (the renamed Support Component), the Procedural Fluency Component (the renamed Procedure Component, hooking schemas from long-term memory), and the Practice for Recall Component (the renamed Part-Task Component). The authors state it "can be used to guide instruction in secondary precalculus and calculus courses to support transfer of learning to single variable college calculus."

Design Implications¶

Context¶

Requirements¶

• Each of the four components needs attention during precalculus and calculus instruction; the neglect of any one of them could prohibit learning and/or transfer of learning.

Constraints¶

• Confirmed only for students in the secondary-tertiary transition who took either precalculus or calculus as their last mathematics course before entering single variable college calculus; more research is needed at other levels such as algebra or geometry.

Target Learners¶

• Secondary precalculus and calculus students in the secondary-tertiary transition

Target Learning Objectives¶

• Transfer of learning to single variable college calculus
• Conceptual understanding and procedural fluency in mathematics

Claims¶

• Cfa Confirms 4Cid Model Secondary Tertiary Mathematics [+M]

Related Theories¶

Examples¶

• Part-Task Practice
• Supportive information
• Scaffolded Difficulty Progression
• Individual Deliberate Practice
• Simple-to-complex sequencing

Key Sources¶

• Wade, C. H., Wilkens, C., Sonnert, G., & Sadler, P. M. (2020). Four component instructional design (4C/ID) model confirmed for secondary tertiary mathematics. In Sacristán, A.I., Cortés-Zavala, J.C. & Ruiz-Arias, P.M. (Eds.), Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. doi:10.51272/pmena.42.2020-386