Join Drs. Amy and Bill Tozzo, in this session, explore the “Working Mathematically” strand, featured in K-12 curricula across New South Wales and beyond. This strand focuses on mental processes vital for students’ mathematical understanding and problem-solving. Today’s math classrooms present complex challenges, demanding students’ cognitive and mental resources. This session will introduce strategies for managing cognitive load to enhance learning and engagement.
The session starts with an introduction to cognitive load and its influence on learning. Cognitive load refers to the mental effort required to process information. Drs. Tozzo will explore three types of cognitive load:
- Intrinsic Cognitive Load: This load is inherent to the material’s complexity and varies with the learner’s prior knowledge. For example, a complex multiplication problem can overwhelm a student’s working memory if they do not know the necessary steps. The presenters will discuss how to assess students’ readiness to effectively tailor instruction.
- Extraneous Cognitive Load: This load stems from how information is presented. Poorly designed materials, such as separate diagrams and text, consume cognitive resources by requiring extra effort to integrate. Participants will learn techniques to minimize extraneous load, including using integrated worked examples to help students focus on the core concepts.
- Germane Cognitive Load: This beneficial load involves activities that directly contribute to schema development in long-term memory. Constructing quality schemas helps students organize and link mathematical concepts. Drs. Tozzo will cover activities that promote germane cognitive load, such as self-explanation and studying well-structured worked examples, enabling students to retrieve and apply knowledge in various problem-solving contexts.
The session will also cover the relationship between Working Memory (WM) and Long-Term Memory (LTM). Working memory’s limited capacity can challenge students during complex tasks, while long-term memory’s limitless storage of organized schemas reduces this burden. The presenters will emphasize building quality schemas to support working memory and enhance students’ ability to handle complex math problems.
A focal point will be the role of worked examples, which provide step-by-step demonstrations that reduce extraneous load and support schema development. Drs. Tozzo will explain how, as students’ expertise grows, problem-solving activities may become more beneficial than worked examples, requiring adaptable teaching strategies.
In closing, Drs. Tozzo will offer practical strategies to promote germane load, support schema development, and minimize cognitive overload. Attendees will gain insights to make math learning more engaging and tailored to their students’ needs.