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

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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
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