Balancing Cognitive Load and Desirable Difficulties in Teaching

The chapter explores the complexities of balancing cognitive load theory with desirable difficulties in teaching, discussing the potential conflicts between making thinking easy and challenging for students. It touches on the challenges of applying research to education, emphasizing the importance of relying on trusted authorities like Nick Rose and Becky Allen. The discussion delves into effective teaching strategies, including the concept of overlearning, managing cognitive load, and the balance between procedural knowledge and conceptual understanding in mathematics education.