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FOUR COMPONENT INSTRUCTIONAL DESIGN (4C/ID) MODEL CONFIRMED FOR SECONDARY TERTIARY MATHEMATICS
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Mathematics Education Across Cultures: Proceedings of the 42nd Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education, Mexico.
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2020
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Abstract
Cognitive Load Theory’s Four Component Instructional Design (4C/ID) Model has been used in
mathematics education but not confirmed as an instructional theory. Using the Factors Influencing
College Success in Mathematics (FICSMath) project and confirmatory factor equation modeling, we
empirically validated the model and created the 4C/IDMath Model. Instructional experiences of
respondents completing the FICSMath survey were mapped to the theoretical components of the
4C/ID Model. The Mathematical Learning Task, Conceptual Understanding, Procedural Fluency,
and Practice for Recall Components correspond to the Learning Task, Support, Procedure, and Part
Task Components, respectively, from the original 4C/ID Model. The 4C/IDMath Model can be used
to guide instruction in secondary precalculus and calculus courses to support transfer of learning to
single variable college calculus.