Mr Barton Maths Podcast #129 Research in Action 6: Cognitive Load Theory with Ouhao Chen
Nov 25, 2020
Ouhao Chen, a mathematics education researcher and former doctoral student under John Sweller, dives deep into cognitive load theory. He shares his transition from pure mathematics to math education and reveals fascinating insights from his research on worked examples and element interactivity. Chen explains how intrinsic and extraneous loads affect learning, highlights the benefits of using worked-example–problem pairs, and introduces the concept of productive failure in classroom settings. His recommendations for teachers center on practical strategies to enhance student understanding.
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Career Shift To Classroom-Focused Research
- Ouhao moved from mathematics to math education after his master's, then did a PhD with John Sweller.
- He later worked in Singapore and now researches CLT at Loughborough to apply it in classrooms.
Element Interactivity Changes With Expertise
- Element interactivity depends on learner expertise; high for novices can become low for experts.
- Schemas in long-term memory compress multiple interacting elements into single elements.
Cognitive Load Targets Instruction, Not Simplicity
- Cognitive Load Theory targets extraneous load and procedural knowledge, not simplification of content.
- Procedural fluency then supports conceptual understanding through mutual reinforcement.