RESOURCES
for
Ep 4. Cognitive load theory with Greg Ashman
The transcript for this episode is here.
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.