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...
Main Authors: | , |
---|---|
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 |
_version_ | 1797589607355777024 |
---|---|
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. |
first_indexed | 2024-03-11T01:08:55Z |
format | Article |
id | doaj.art-907b7a478fde41a9bc6da367839d8f03 |
institution | Directory Open Access Journal |
issn | 2227-7102 |
language | English |
last_indexed | 2024-03-11T01:08:55Z |
publishDate | 2023-07-01 |
publisher | MDPI AG |
record_format | Article |
series | Education Sciences |
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 |
work_keys_str_mv | AT ilanalavy onreadingmathematicaltextsquestionaskingandcognitiveload AT atarashriki onreadingmathematicaltextsquestionaskingandcognitiveload |