Abstract
An analysis of one-step equations from a cognitive load theory perspective uncovers variation within one-step equations. The complexity of one-step equations arises from the element interactivity across the operational and relational lines. The higher the number of operational and relational lines, the greater the complexity of the equations. Additionally, the presence of a special feature increases the complexity of the one-step equations when the number of operational and relational lines is kept constant.
| Original language | English |
|---|---|
| Title of host publication | Curriculum in Focus: Research Guided Practice. Proceedings of the 37th Annual Conference of the Mathematics Education Research Group of Australasia |
| Editors | Judy Anderson, Michael Cavanagh, Anne Prescott |
| Place of Publication | Sydney, Australia |
| Publisher | Mathematics Education Research Group of Australasia (MERGA) |
| Pages | 501-508 |
| ISBN (Print) | 9781920846275 |
| Publication status | Published - 2014 |
| Event | MERGA 37: 37th Annual Conference of the Mathematics Education Research Group of Australasia - Sydney, Australia Duration: 29 Jun 2014 → 3 Jul 2014 |
Conference
| Conference | MERGA 37: 37th Annual Conference of the Mathematics Education Research Group of Australasia |
|---|---|
| City | Sydney, Australia |
| Period | 29/06/14 → 3/07/14 |
Keywords
- Mathematics and Numeracy Curriculum and Pedagogy
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