The Impact of Textual Representation of 「Area」on the Cognitive Load and Performances of Reading Comprehension at grade 5 and 6

• Main Authors: Wu, Chia-Chen, 吳佳珍
• Other Authors: Tan, Ning-Chun
• Format: Others
• Language: zh-TW
• Published: 2011
• Online Access: http://ndltd.ncl.edu.tw/handle/68xhm8

碩士 === 國立臺北教育大學 === 數學暨資訊教育學系(含數學教育碩士班) === 99 === This study aimed to investigate that the area problem by presenting versions of text read (segmented and non-segmented) would have a differential influence on the different mathematical levels of elementary students’ cognitive load and reading comprehension. The study used the quasi-experimental research, the self-edition of "the reading comprehension text of solving area" and "the reading comprehension test of solving area" and the adaptation of "the perception scale of the reading comprehension of solving area". It is a study for the fifth and sixth-grade students to understand the learning outcomes and the impact of cognitive load. There were four experiments in the study, including pre-test. The results of this research are as follows: (1) Adaptation of the text will help reduce the cognitive load. And it was not significant on the reading comprehension performance. (2) The students with higher levels of mathematics were more obvious effects on the cognitive load and the reading comprehension performance. Based on results of the research and cognitive load theory, to provide versions of text read in the design and teaching suggestions to enhance student’s learning.