In psychology, cognitive load refers to the used amount of working
memory resources. This book contains four chapters that each
provide a unique perspective on the theory of cognitive load.
Chapter One describes the use of multi-media software packages in
an educational context and the impact of multi-modal teaching
methods on cognitive load. Chapter Two presents the results of a
study that sought to determine whether the inverse method is better
than the balance method for learning to solve linear equations with
a negative pronumeral within the framework of cognitive load
theory. Chapter Three discusses how teaching writing skills could
benefit from considering cognitive load effects and techniques with
clear cognitive load implications when designing pedagogical
practices. Chapter Four introduces human cognitive architecture as
the basis of cognitive load theory and summarizes the cognitive
load effects that apply in teaching mathematics.
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