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    FOUR COMPONENT INSTRUCTIONAL DESIGN (4C/ID) MODEL CONFIRMED FOR SECONDARY TERTIARY MATHEMATICS

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    4CID model paper from PMENA-42 ...
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    Author
    Wilkins, Christian
    Wade, Carol A.
    Sonnert, Gerhard
    Sadler, Philip M.
    Keyword
    Research Methods
    Design Experiments
    Secondary-Tertiary Transition in Mathematics
    Journal title
    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.
    Date Published
    2020
    
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    URI
    http://hdl.handle.net/20.500.12648/7748
    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.
    DOI
    10.51272/pmena.42.2020
    ae974a485f413a2113503eed53cd6c53
    10.51272/pmena.42.2020
    Scopus Count
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    Education and Human Development Faculty Publications

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