RESOURCES
for
Ep 4. Cognitive load theory with Greg Ashman
The transcript for this episode is here.
You can listen to the episode here: Chalk & Talk Podcast.
Greg Ashman’s blog and podcast
Blog post about timed test and math anxiety references:
https://fillingthepail.substack.com/p/more-timed-test-and-maths-anxiety
Greg Ashman's books on teaching and learning
Little guide for teachers: Cognitive load theory
The truth about teaching: An evidence-informed guide for new teachers
The power of explicit teaching and direct instruction
Articles referred to in the episode
Paul A. Kirschner, John Sweller & Richard E. Clark (2006) Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching, Educational Psychologist, 41:2, 75-86, https://doi.org/10.1207/s15326985ep4102_1
Kroesbergen, E. H., Van Luit, J. E. H., & Maas, C. J. M. (2004). Effectiveness of Explicit and Constructivist Mathematics Instruction for Low-Achieving Students in The Netherlands. The Elementary School Journal, 104(3), 233–251. https://doi.org/10.1086/499751
Garon-Carrier G, Boivin M, Guay F, Kovas Y, Dionne G, Lemelin JP, Séguin JR, Vitaro F, Tremblay RE. (2016) Intrinsic Motivation and Achievement in Mathematics in Elementary School: A Longitudinal Investigation of Their Association. Child Dev., 87(1):165-75. https://doi.org/10.1111/cdev.12458
Cowan N. (2001) The magical number 4 in short-term memory: a reconsideration of mental storage capacity. Behav. Brain Sci., 24(1):87-114; discussion 114-85. https://doi.org/10.1017/s0140525x01003922.