On Reading Mathematical Texts, Question-Asking and Cognitive Load

In this study, we examined aspects relating to the impact of integrating question-asking activities and providing answers to these questions while reading historical mathematical texts on prospective mathematics teachers’ self-reported cognitive load. The research design of the study was quasi-exper...

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Main Authors: Ilana Lavy, Atara Shriki
Format: Article
Language:English
Published: MDPI AG 2023-07-01
Series:Education Sciences
Subjects:
Online Access:https://www.mdpi.com/2227-7102/13/7/678
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author Ilana Lavy
Atara Shriki
author_facet Ilana Lavy
Atara Shriki
author_sort Ilana Lavy
collection DOAJ
description In this study, we examined aspects relating to the impact of integrating question-asking activities and providing answers to these questions while reading historical mathematical texts on prospective mathematics teachers’ self-reported cognitive load. The research design of the study was quasi-experimental. The study participants included two groups of 20 students each (experimental and control). The experimental group was instructed to ask questions while coping with the texts, whereas the control group received no special instructions. The experimental group participants were asked to think aloud while coping with the texts and audio record themselves. These records were transcribed into written protocols. Both groups had to respond to a self-esteem index questionnaire in which they had to report the level of difficulty they experienced during their attempts to cope with the texts, as an indicator of their sense of cognitive load. This process was repeated at three time points, relating to three different texts. The data were analyzed using quantitative and qualitative methods. Two main observations were obtained: (1) A significant difference was found between the control and the experimental groups regarding the decrease in cognitive load along the time points. Because the only difference between the control and experimental groups was the activity of question-asking, it might be concluded that question-asking affects the reduction in cognitive load. (2) Question-asking supports the assimilation of new information up to a specific limit, depending on the gap between existing knowledge and new information.
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spelling doaj.art-907b7a478fde41a9bc6da367839d8f032023-11-18T19:02:55ZengMDPI AGEducation Sciences2227-71022023-07-0113767810.3390/educsci13070678On Reading Mathematical Texts, Question-Asking and Cognitive LoadIlana Lavy0Atara Shriki1Information Systems Department, Yezreel Valley College, Jezreel Valley 1930600, IsraelMathematics Education Department, Kibbutizim College of Education, Tel-Aviv 6250769, IsraelIn this study, we examined aspects relating to the impact of integrating question-asking activities and providing answers to these questions while reading historical mathematical texts on prospective mathematics teachers’ self-reported cognitive load. The research design of the study was quasi-experimental. The study participants included two groups of 20 students each (experimental and control). The experimental group was instructed to ask questions while coping with the texts, whereas the control group received no special instructions. The experimental group participants were asked to think aloud while coping with the texts and audio record themselves. These records were transcribed into written protocols. Both groups had to respond to a self-esteem index questionnaire in which they had to report the level of difficulty they experienced during their attempts to cope with the texts, as an indicator of their sense of cognitive load. This process was repeated at three time points, relating to three different texts. The data were analyzed using quantitative and qualitative methods. Two main observations were obtained: (1) A significant difference was found between the control and the experimental groups regarding the decrease in cognitive load along the time points. Because the only difference between the control and experimental groups was the activity of question-asking, it might be concluded that question-asking affects the reduction in cognitive load. (2) Question-asking supports the assimilation of new information up to a specific limit, depending on the gap between existing knowledge and new information.https://www.mdpi.com/2227-7102/13/7/678cognitive loadhistoric mathematical textsprospective mathematics teachersquestion-askingthink-aloud protocols
spellingShingle Ilana Lavy
Atara Shriki
On Reading Mathematical Texts, Question-Asking and Cognitive Load
Education Sciences
cognitive load
historic mathematical texts
prospective mathematics teachers
question-asking
think-aloud protocols
title On Reading Mathematical Texts, Question-Asking and Cognitive Load
title_full On Reading Mathematical Texts, Question-Asking and Cognitive Load
title_fullStr On Reading Mathematical Texts, Question-Asking and Cognitive Load
title_full_unstemmed On Reading Mathematical Texts, Question-Asking and Cognitive Load
title_short On Reading Mathematical Texts, Question-Asking and Cognitive Load
title_sort on reading mathematical texts question asking and cognitive load
topic cognitive load
historic mathematical texts
prospective mathematics teachers
question-asking
think-aloud protocols
url https://www.mdpi.com/2227-7102/13/7/678
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