| Summary: | 碩士 === 國立臺中教育大學 === 數學教育學系 === 101 === This study investigated the effectiveness of learning simultaneous examples and problems to example-problem pairs and problem-example pairs, using optimization problems tasks in calculus curriculum; participants were freshmen drawn from college students who were major in mathematics and business. Pretest-post test control group design was used in this study, the mathematics major learners who gained higher than the median score in prior knowledge test were divided to high level group, and the business major learners who gained lower than the median score were divided to low level group. Both mental effort and difficulty rating were measured in learning phase and test tasks. The results showed that in low level group, learning from simultaneous examples and problems was more effective than example-problem pairs, while learning from example-problem pairs was more effective than problem-example pairs.And in high level group, there was no significant difference. And the score in far transfer tests had a same outcome as in near transfer tests. In cognitive load measurement, difficulty rating scale may be a better tool than mental effort rating scale.
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