Effects Of Task Difficulty And Example-Problem Matching Forms On Mathematics Learning Of Primary School Students

Examples and problems are the main forms of mathematics teaching and learning for primary and secondary school students,and they are also the research topics concerned by researchers.According to cognitive load theory,although worked-example learning can relief learners’ extraneous cognitive load,it may increase learners’ simple observation and imitation of examples;questions can increase learners’ in-depth thinking about knowledge,but they increase extraneous cognitive load,leading to the lower efficiency learning.Based on their advantages and disadvantages,researchers have proposed a learning form of example-question matching.However,present forms of example-problem matching are segment and interaction,and their results are inconsistent.Meanwhile,there is no more detailed research on interactive.On the basis of the problems in previous studies,this research mainly examines the effect of task difficulty and example-question matching on pupils’ mathematics learning.The study included two experiments.Experiment 1 used 2(task difficulty)×3(example-question matching forms)two-factor between-subjects experiment design to study the mathematics learning effect of 239 pupils’ decimal addition and average arithmetic.The results showed that in the low-difficulty task,there is no significant difference in the mathematical achievement and cognitive load among segment,example-question interaction and question-example interaction;in the high-difficulty task,mathematics achievement of pupils who used example-question interaction is significantly better than the counterpart who used question-example interaction and segment,and there is no significant difference in cognitive load.According to the results of experiment 1,experiment 2 refined the example-question interaction forms,and we designed example-question presentation form based on result feedback.We selected 80 pupils as subjects,and compared the difference of learning effect between example-question interaction without result feedback and example-question presentation form based on result feedback in primary school students’ mathematical operational rules examples.The results showed that mathematics achievement of students who used the latter is significantly higher thanones used the former,and there is no significant difference in cognitive load.