Mathematics Education Seminar
Friday (10/10/2008) at 11:00am in 304 Pickard Hall
Speaker: Paul Dawkins
Department of Mathematics
The University of Texas at Arlington
"Basic Aspects of Cognitive Load Theory and Related Learning Effects as They Apply to Audio/Visual Presentation and Classroom CommunicationA Report on Tall and Vinner's Research on Concept"
Abstract: Psychology’s cognitive load theory, as developed primarily by Sweller, characterizes both the limited resources of working memory (those thoughts presently being processed) and the demands placed upon those resources in various ways by learning tasks. Much of human learning consists in the streamlining of such mental processes to maximize the capabilities of the working memory. We will discuss the mechanisms by which this is accomplished along with some related effects which can be integrated into instructional material to optimize learning within the framework of these natural mental bounds. There are both instructional techniques which needlessly tax these resources and those which effectively increase them.