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dc.contributor.advisorWade, Carol H.
dc.contributor.authorGaydorus, Kevin D.
dc.date.accessioned2021-09-07T21:58:04Z
dc.date.available2021-09-07T21:58:04Z
dc.date.issued1/15/2016
dc.identifier.urihttp://hdl.handle.net/20.500.12648/5871
dc.description.abstractVariety in the implementation of curriculum projects guided by the Common Core State Standards (CCSS) may be essential for student success in the mathematics classroom. This curriculum project designed for 7th grade mathematics geometry seeks to utilize the Cognitive Load Theory (CLT) to decrease the extraneous cognitive load of students. Merrienboer and Sweller (2005) define that CLT “uses interactions between information structures and knowledge of human cognition to determine instructional design” (p.147). Utilizing CLT into each lesson can provide students with a greater conceptual understanding of the complex tasks that are required of them by the CCSS.
dc.subjectCognitive Load Theory
dc.titleA Curriculum Project on the Design and Implementation of Cognitive Load Theory in Mathematics
dc.typethesis
refterms.dateFOA2021-09-07T21:58:04Z
dc.description.institutionSUNY Brockport
dc.description.departmentEducation and Human Development
dc.description.degreelevelMaster of Science in Education (MSEd)
dc.source.statuspublished
dc.description.publicationtitleEducation and Human Development Master's Theses
dc.contributor.organizationThe College at Brockport
dc.languate.isoen_US


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