数学教育学报2025，Vol.34Issue(6)：37-42,6.
有理数加法学习模型的认知负荷研究
The Research on the Cognitive Load of Learning Models for Rational Numbers Addition
摘要
Abstract
The study consists of two parts:experimental study and cognitive simulation.The aim of the experimental study was to examine whether seventh-grade students exhibited differences in learning rational number addition through the profit and loss model and the motion model.The experiment adopted a 2×2 two-factor experimental design,and the results showed that:(1)After learning each model,there was no significant difference in response latencies and accuracy of calculating integer addition,but both significantly outperformed fraction addition;(2)Time spent on fractional addition was significantly lower after learning the profit and loss model than after learning the motion model.The aim of the computer simulation was to examine the differences in element interactivity levels and working memory load across the different learning models as the numerical difficulty increased.The results indicate that:(1)the motion model maintains and coordinates two types of information,including equations and absolute values,with a higher level of element interactivity;the profit and loss model operates within a single situation,with a lower level of element interactivity;(2)the computational rules acquired through the"motion model"occupy more working memory in terms of cognitive steps,knowledge retrieval,and representation.As the numerical difficulty increased,the cognitive load of the motion model also increased.关键词
认知负荷/有理数加法/计算机模拟/ACT-RKey words
cognitive load/addition of rational numbers/computer simulation/ACT-R分类
社会科学引用本文复制引用
CUI Shuo,CUI Li-hong,LIAN Si-qing..有理数加法学习模型的认知负荷研究[J].数学教育学报,2025,34(6):37-42,6.基金项目
国家社科基金教育学重点课题——教师核心素养和能力建设研究(AFA170008) （AFA170008）
