Application of Cognitive Psychology in Teaching and Learning Mathematics Online for Preservice Teachers

ID: 31927 Type: Full Paper
  1. Farrokh Saba, Texas A&M University-Texarkana, United States

Thursday, March 10 2:45 PM-3:15 PM

No presider for this session.

Abstract: Twelve online mathematics courses with 322 pre-service teachers were studied both qualitatively and quantitatively. In addition, interviews were conducted to discover a number of difficulties that pre-service teachers have including mathematics anxiety as well as adequate or inadequate background knowledge in mathematics. Instructional design of these online courses followed the theories of multimedia learning and cognitive load theories. Several applications of cognitive psychology as well as the 5 E model of teaching, constructivism, and mastery learning were involved in these online courses. By applying some of the recommendations that researchers in cognitive psychology have made, including social cognitive learning theories and theory of self-efficacy, pre-service teachers’ level of mathematics anxiety decreased, their level of self-efficacy increased, and students’ performance in mathematics improved compared with traditional face-to-face students.

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