Mathematical Modelling and Cognitive Load Theory: Approved or Disapproved?

Abstract

The research question for this theoretical study is: What is the use of Cognitive Load Theory (CLT) for mathematical modelling education (MME)? CLT is a notable theory about the consequences of human memory structure for teaching, claiming specific relevancy for mathematics education. A set of scientific CLT research papers at secondary level mathematics teaching is compared with the Dutch Handbook of Mathematics Didactics on pedagogical perspective as well as on concrete directives for modelling education. Cognitive scheme theory is the common base, but concrete directives strongly differ. Most CLT directives appear to be of limited use for MME, but some are interesting. A discussion of CLT’s rejection of constructivism leads to the importance of structured support in teaching use of the mathematical modelling cycle.