You are here:

Learning, Thinking, and Reasoning within Teaching Multiplication of Polynomials
PROCEEDINGS

, Department of Education, National Chengchi University, R.O.C., Taiwan

EdMedia + Innovate Learning, in Denver, Colorado, USA ISBN 978-1-880094-95-2 Publisher: Association for the Advancement of Computing in Education (AACE), Waynesville, NC

Abstract

This research is based on the cognitive load theory to segment and isolate the elements of learning objects in order to build fundamental and automatic schemas for efficient and effective thinking, learning, and solving the multiplication of polynomials. Owing to the mathematical reasoning always combines several interactions of cognitive elements in learning and solving processes. And the abstraction and inexperience of algebraic reasoning and solving processes usually frustrate individual’s learning ambition of grade 8 learners. The learning objectives are divided into several sub-objectives, elements, and interactions for reducing individual’s cognitive load and detecting individual’s learning situation. In addition, the chessboard is set to scaffold and communicate the algebraic reasoning processes of polynomial multiplications concretely.

Citation

Chang, H.J. (2012). Learning, Thinking, and Reasoning within Teaching Multiplication of Polynomials. In T. Amiel & B. Wilson (Eds.), Proceedings of EdMedia 2012--World Conference on Educational Media and Technology (pp. 1855-1860). Denver, Colorado, USA: Association for the Advancement of Computing in Education (AACE). Retrieved October 24, 2020 from .

Keywords

Slides