Please use this identifier to cite or link to this item: https://une.intersearch.com.au/unejspui/handle/1959.11/21321
Title: Will learning to solve one-step equations pose a challenge to 8th grade students?
Contributor(s): Ngu, Bing  (author); Phan, Huy  (author)orcid 
Publication Date: 2017
DOI: 10.1080/0020739x.2017.1293856
Handle Link: https://hdl.handle.net/1959.11/21321
Abstract: Assimilating multiple interactive elements simultaneously in working memory to allow understanding to occur, while solving an equation, would impose a high cognitive load. Element interactivity arises from the interaction between elements within and across operational and relational lines. Moreover, operating with special features (e.g. negative pronumeral) poses additional challenge to master equation solving skills. In an experiment, 41 8th grade students (girls = 16, boys = 25) sat for a pre-test, attended a session about equation solving, completed an acquisition phase which constituted the main intervention and were tested again in a post-test. The results showed that at post-test, students performed better on one-step equations tapping low rather than high element interactivity knowledge. In addition, students performed better on those one-step equations that contained no special features. Thus, both the degree of element interactivity and the operation with special features affect the challenge posed to 8th grade students on learning how to solve one-step equations.
Publication Type: Journal Article
Source of Publication: International Journal of Mathematical Education in Science and Technology, 48(6), p. 876-894
Publisher: Taylor & Francis
Place of Publication: United Kingdom
ISSN: 1464-5211
0020-739X
Field of Research (FOR): 130208 Mathematics and Numeracy Curriculum and Pedagogy
130202 Curriculum and Pedagogy Theory and Development
170103 Educational Psychology
Peer Reviewed: Yes
HERDC Category Description: C1 Refereed Article in a Scholarly Journal
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Appears in Collections:Journal Article
School of Education

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