A Study On Mathematics Teaching For Understanding Based On Cognitive Load Theory

With the development of society,the culture and human’s spirit have also been enriched,leading to more importance attached to the area of Teaching for Understanding in education.In the study process,understanding is a key point on which students’ cognitive styles are based.The Cognitive Load Theory provides a theoretical basis for the study of Teaching for Understanding,making mathematical study easier to students.As the process of curriculum reform is deepening and propelling,it’s a trend to lead students to study actively and creatively in modern education.This study aims to design a teaching process to promote students’ understanding in mathematical study from the perspective of Cognitive Load Theory.By reviewing plenty of literature,the dissertation gives a systematical explanation of understanding and mathematical understanding.Then based on the Cognitive Load Theory,a teaching process is designed from the point of students’ cognitive process in study with its feasibility in practical classroom teaching is also analyzed.According to the survey result,the author summarizes the problems existed in teachers’ teaching process and students’ study process and analyzes the factors that impede student’s understanding of mathematical knowledge.Then the author designs the teaching process in terms of students’ cognitive pattern,in order to decrease both the intrinsic and extraneous cognitive load of students while the relative cognitive load is increased,promoting students to study for understanding by building the process of teaching for understanding,and to probe into the link between teaching and studying for the optimization of teaching process.Taking the teaching practice in high school as the example,the author designs the teaching process,carries out the practical experiment and interviews,analyzes the results and verifies the effectiveness of the teaching framework.According to the study,as a breakthrough of traditional teaching pattern,the mathematical teaching for understanding process based on Cognitive Load Theory promotes students’ understanding of mathematical knowledge intrinsically,while its teaching framework reduces students’ study burden to some extent and increases the teaching efficiency effectively.However,limitations still exist in the teaching experiment in the study,which need to be further verified in practice,such as how to optimize teaching process by different presenting ways according to students’ different understanding levels.Therefore,the design of the teaching framework in this study still needs to be further verified and improved in order to enrich the field of mathematical teaching for understanding.