Journal Title
Title of Journal: Educ Psychol Rev
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Abbravation: Educational Psychology Review
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Authors: Bing Hiong Ngu Huy P Phan
Publish Date: 2015/02/28
Volume: 28, Issue: 1, Pages: 95-118
Abstract
The degree of element interactivity determines the complexity and therefore the intrinsic cognitive load of linear equations The unpacking of linear equations at the level of operational and relational lines allows the classification of linear equations in a hierarchical level of complexity Mapping similar operational and relational lines across linear equations revealed that multistep equations are derivatives of twostep equations which in turn are derivatives of onestep equations Hence teaching and learning of linear equations can occur in a sequential manner so that learning new knowledge eg twostep equations is built on learners’ prior knowledge eg onestep equations thus reducing working memory load The number and nature of the operational line as well as the number of relational lines also affects the efficiency of instructional method for linear equations Apart from the degree of element interactivity the presence of complex element eg fraction negative pronumeral also increases the complexity of linear equations and thus poses a challenge to the learners
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