Challenges in applying principles from cognitive science to the design of a school mathematics curriculum.
Saved in:
| Title: | Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. |
|---|---|
| Authors: | Foster, Colin1 c.foster@lboro.ac.uk, Woollacott, Bethany1, Francome, Tom1, Shore, Chris1, Peters, Caroline1, Morley, Hannah1 |
| Source: | Curriculum Journal. Sep2024, Vol. 35 Issue 3, p489-513. 25p. |
| Subject Terms: | *Cognitive science, *Mathematics education, *Curriculum planning, *Educational resources, *Multimedia systems in education, Parsimonious models |
| Abstract: | There are increasingly frequent calls for school mathematics curricula to be informed by robust research evidence. One approach to achieving this is designing evidence‐informed learning and teaching resources for the classroom. In this paper, we reflect on our experiences of designing a free and fully resourced complete set of secondary mathematics curriculum materials. We explore in detail the challenges we have encountered in our attempts to apply principles from the cognitive theory of multimedia learning. We focus on tensions we have experienced when simultaneously applying multiple principles and balancing these with other educational considerations. Specifically, we consider trade‐offs between redundancy versus clarity, seductive details versus richness, personalisation and emotional design versus abstraction, spatial contiguity and signalling versus parsimony, and pre‐training and worked examples versus exploration. We examine the choices and dilemmas we faced, and illustrate our emerging attempts to resolve these tensions through presenting multiple examples from our design work. We conclude with recommendations about how tensions among these design principles might be navigated in curriculum design and we suggest possible avenues for further research in this area. [ABSTRACT FROM AUTHOR] |
| Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.) | |
| Database: | Education Research Complete |
|
Full text is not displayed to guests.
Login for full access.
|
|
| FullText | Links: – Type: pdflink Text: Availability: 1 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 178332766 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Foster%2C+Colin%22">Foster, Colin</searchLink><relatesTo>1</relatesTo><i> c.foster@lboro.ac.uk</i><br /><searchLink fieldCode="AR" term="%22Woollacott%2C+Bethany%22">Woollacott, Bethany</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Francome%2C+Tom%22">Francome, Tom</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Shore%2C+Chris%22">Shore, Chris</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Peters%2C+Caroline%22">Peters, Caroline</searchLink><relatesTo>1</relatesTo><br /><searchLink fieldCode="AR" term="%22Morley%2C+Hannah%22">Morley, Hannah</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Curriculum+Journal%22">Curriculum Journal</searchLink>. Sep2024, Vol. 35 Issue 3, p489-513. 25p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Cognitive+science%22">Cognitive science</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+education%22">Mathematics education</searchLink><br />*<searchLink fieldCode="DE" term="%22Curriculum+planning%22">Curriculum planning</searchLink><br />*<searchLink fieldCode="DE" term="%22Educational+resources%22">Educational resources</searchLink><br />*<searchLink fieldCode="DE" term="%22Multimedia+systems+in+education%22">Multimedia systems in education</searchLink><br /><searchLink fieldCode="DE" term="%22Parsimonious+models%22">Parsimonious models</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: There are increasingly frequent calls for school mathematics curricula to be informed by robust research evidence. One approach to achieving this is designing evidence‐informed learning and teaching resources for the classroom. In this paper, we reflect on our experiences of designing a free and fully resourced complete set of secondary mathematics curriculum materials. We explore in detail the challenges we have encountered in our attempts to apply principles from the cognitive theory of multimedia learning. We focus on tensions we have experienced when simultaneously applying multiple principles and balancing these with other educational considerations. Specifically, we consider trade‐offs between redundancy versus clarity, seductive details versus richness, personalisation and emotional design versus abstraction, spatial contiguity and signalling versus parsimony, and pre‐training and worked examples versus exploration. We examine the choices and dilemmas we faced, and illustrate our emerging attempts to resolve these tensions through presenting multiple examples from our design work. We conclude with recommendations about how tensions among these design principles might be navigated in curriculum design and we suggest possible avenues for further research in this area. [ABSTRACT FROM AUTHOR] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>Copyright of Curriculum Journal is the property of Wiley-Blackwell and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=178332766 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.1002/curj.249 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 25 StartPage: 489 Subjects: – SubjectFull: Cognitive science Type: general – SubjectFull: Mathematics education Type: general – SubjectFull: Curriculum planning Type: general – SubjectFull: Educational resources Type: general – SubjectFull: Multimedia systems in education Type: general – SubjectFull: Parsimonious models Type: general Titles: – TitleFull: Challenges in applying principles from cognitive science to the design of a school mathematics curriculum. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Foster, Colin – PersonEntity: Name: NameFull: Woollacott, Bethany – PersonEntity: Name: NameFull: Francome, Tom – PersonEntity: Name: NameFull: Shore, Chris – PersonEntity: Name: NameFull: Peters, Caroline – PersonEntity: Name: NameFull: Morley, Hannah IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 09 Text: Sep2024 Type: published Y: 2024 Identifiers: – Type: issn-print Value: 09585176 Numbering: – Type: volume Value: 35 – Type: issue Value: 3 Titles: – TitleFull: Curriculum Journal Type: main |
| ResultId | 1 |
