Offloading Cognitive Demands of Fractional Tasks on Working Memory through Drawings [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Stryker, Rachael; Kokushkin, Vladislav; Norton, Anderson; Kerrigan, Sarah
Titel	Offloading Cognitive Demands of Fractional Tasks on Working Memory through Drawings [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (10 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Freehand Drawing; Mathematics Instruction; Problem Solving; Mathematical Logic; Short Term Memory; Fractions; Preservice Teachers; Elementary School Teachers; Instructional Effectiveness; Cognitive Processes + Suchen Sie Ihr Suchwort? Drawing; Zeichnen; Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical logics; Mathematische Logik; Kurzzeitgedächtnis; Bruchrechnung; Elementary school; Teacher; Teachers; Grundschule; Volksschule; Lehrer; Lehrerin; Lehrende; Unterrichtserfolg; Cognitive process; Kognitiver Prozess
Abstract	This study examined the role of student generated drawings to offload cognitive demands of a mathematical problem. We used Unit Transformation Graphs to compare students' thought processes when they had to solve the problem mentally, and when they were allowed to use pen and paper. The results indicated that the possibility to rely on drawings helped the participants to free up working memory resources and complete a cognitively demanding fractional task. [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01