scholarly journals Intrinsic Cognitive Load in Online Learning Model of School Mathematics 1 in Covid-19 Pandemic Period

2021 ◽  
Vol 9 (2) ◽  
pp. 59
Author(s):  
Barep Yohanes ◽  
Feby Indriana Yusuf
Keyword(s):  
Online Learning ◽  
Cognitive Load ◽  
Real World ◽  
Systems Approach ◽  
Mathematics Learning ◽  
School Mathematics ◽  
Conceptual Approach ◽  
The Real ◽  
Intrinsic Cognitive Load ◽  
Process Elements

<p class="JRPMAbstrakTitle">The study aims at determining the emergence of intrinsic cognitive load in online learning models of School Mathematics 1 in Covid-19 pandemic period. This research is a descriptive qualitative one the data of which are obtained from observation sheets, questionnaires and interview results. Validity checking uses the triangulation method. The results of the study show that the intrinsic cognitive load is caused by the interactivity and isolated/interacting elements contained in the learning process. Elements of interactivity are in the form of terms or concepts in Mathematics learning. These terms or concepts, for examples, are the meaning of Knowledge, Standard Measurement, Mathematical Approach, Intertwined Principles, Content, Context, Competence, PISA Learning Concepts, De-conceptualization, Systems Approach, Conceptual Approach, etc. Isolated/interacting elements are seen from looking for examples of implementation in the real world and actualization of events in Indonesia. An example of implementation in the real world is an element that interacts in real situations in the learning practice of Mathematics.</p>

scholarly journals GazeEMD: Detecting Visual Intention in Gaze-Based Human-Robot Interaction

Robotics ◽  
2021 ◽  
Vol 10 (2) ◽  
pp. 68
Author(s):  
Lei Shi ◽  
Cosmin Copot ◽  
Steve Vanlanduit
Keyword(s):  
Cognitive Load ◽  
Real World ◽  
Robotic Manipulator ◽  
Similarity Score ◽  
Human Robot Interaction ◽  
Experimental Results ◽  
The Other ◽  
Robot Interaction ◽  
Run Length ◽  
The Real

In gaze-based Human-Robot Interaction (HRI), it is important to determine human visual intention for interacting with robots. One typical HRI interaction scenario is that a human selects an object by gaze and a robotic manipulator will pick up the object. In this work, we propose an approach, GazeEMD, that can be used to detect whether a human is looking at an object for HRI application. We use Earth Mover’s Distance (EMD) to measure the similarity between the hypothetical gazes at objects and the actual gazes. Then, the similarity score is used to determine if the human visual intention is on the object. We compare our approach with a fixation-based method and HitScan with a run length in the scenario of selecting daily objects by gaze. Our experimental results indicate that the GazeEMD approach has higher accuracy and is more robust to noises than the other approaches. Hence, the users can lessen cognitive load by using our approach in the real-world HRI scenario.

scholarly journals Developing purposeful mathematical thinking: a curious tale of apple trees

2012 ◽  
Vol 6 (3) ◽  
pp. 85-103
Author(s):  
Janet Ainley
Keyword(s):  
Mathematics Education ◽  
Real World ◽  
Mathematical Thinking ◽  
Task Design ◽  
Mathematical Understanding ◽  
School Mathematics ◽  
Apple Trees ◽  
The Real

In this paper I explore aspects of the ways in which school mathematics relates to the “real” world, and argue that this relationship is an uneasy one. Through exploring the causes of this unease, I aim to expose some problems in the ways in which context is used within mathematics education, and argue that the use of context does not ensure that the purposes of mathematics are made transparent. I present and discuss a framework for task design that adopts a different perspective on mathematical understanding, and on purposeful mathematical thinking. Desarrollo de un pensamiento matemático intencionado: un relato curioso de manzanos En este artículo exploro aspectos de las maneras en que las matemáticas escolares se relacionan con el mundo “real” y argumento que esta relación es preocupante. Al explorar las causas de esta preocupación, me propongo exponer algunos problemas que surgen de las formas en que se usa el contexto en Educación Matemática y argumento que el uso del contexto no asegura la transparencia de los propósitos de las matemáticas. Presento y discuto un esquema para el diseño de tareas que adopta una perspectiva diferente sobre la comprensión de las matemáticas y el pensamiento matemático intencionado.Handle: http://hdl.handle.net/10481/19524

Connecting Measurement and Architecture: Building an Inflatable

2007 ◽  
Vol 13 (3) ◽  
pp. 144-149
Author(s):  
Elizabeth D. Gray ◽  
Denise Tullier-Holly
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real World ◽  
School Mathematics ◽  
Classroom Experiences ◽  
School Students ◽  
The Real ◽  
Mathematical Connections ◽  
Principles And Standards

Middle school students need to see connections between mathematics and the real world. However, they often learn mathematics as a set of distinct topics or separate strands, because a majority of the available textbooks tends to present it that way, and teachers tend to follow the textbooks. According to Principles and Standards for School Mathematics (NCTM 2000), our students should be made aware of mathematical connections explicitly so that the manner in which topics are connected is obvious. McClain (1996) suggests that if teachers offer classroom experiences in which students can see connections, then “the vibrant discipline of mathematics actively engages students in their own learning” (p. 682).

Projects: Developing Modelers and Modeling Opportunities: The Stepping Stones Project

1997 ◽  
Vol 90 (8) ◽  
pp. 686-688
Keyword(s):  
Mathematical Modeling ◽  
Mathematics Education ◽  
Real World ◽  
Mathematical Knowledge ◽  
School Mathematics ◽  
Stepping Stones ◽  
Evaluation Standards ◽  
The Real ◽  
World Modeling

Mathematical modeling is an emerging theme in mathematics education. In addition to giving students a knowledge of the applications of mathematics and a process for applying mathematics in the “real” world, modeling offers teachers an excellent vehicle for introducing and developing students' mathematical knowledge. For these reasons, modeling occupies a prominent place in the recommendations of the Curriculum and Evaluation Standards for School Mathematics (NCTM 1989).

A Cognitive Load Perspective to Instructional Design for Online Learning

2022 ◽  
pp. 380-403
Author(s):  
Onur Dönmez
Keyword(s):  
Online Learning ◽  
Instructional Design ◽  
Cognitive Load ◽  
Online Courses ◽  
Cognitive Resources ◽  
Learning Material ◽  
Intrinsic Cognitive Load ◽  
Learning Tasks ◽  
Learning Practices ◽  
Load Effects

Learners struggle to keep up with the cognitive demands of online learning. Terms referring to the drain of learners' cognitive resources such as “Zoom fatigue” have been around for a while. The instructional design of online courses must consider cognitive factors more than ever. The cognitive load theory (CLT) has major underpinnings for designing online courses. The CLT seeks to optimize the learning process by considering the demands of the learning tasks (intrinsic cognitive load), design of the learning material (extrinsic cognitive load), and activation of learners' cognitive resources (germane cognitive load). Several principles have been proposed to manage each cognitive load type. This chapter will begin by outlining the CLT. Then, well-defined cognitive load effects will be introduced, along with evidence from the field. Next, new frontiers of the theory will be presented. Finally, implications of the cognitive load effects for online learning practices will be discussed.

Sharing Teaching Ideas: Career Posters

1994 ◽  
Vol 87 (6) ◽  
pp. 410-411
Author(s):  
Peggy Tibbs ◽  
Janette Jordan
Keyword(s):  
High School ◽  
Real World ◽  
School Mathematics ◽  
High School Mathematics ◽  
Actual Problem ◽  
The Real ◽  
School Year ◽  
Teaching Ideas

After teaching high school mathematics for many years I found the perfect way to respond to the students' question, “How are we ever going to use this in the real world?” Two or three weeks into the school year I ask each student to make a career poster. The student must interview someone who uses mathematics in his or her job and write down an actual problem that person would have to solve as well as a paragraph explaining the problem. Most students think that they don't know anyone who uses mathematics at work, including parents, relatives, or neighbors. Usually they come back the next day to report, to their surprise, that their parents use mathematics! This discovery is a revelation to them.

The Cevian Problem

1998 ◽  
Vol 91 (5) ◽  
pp. 388-392
Author(s):  
Duane W. DeTemple ◽  
Marjorie Ann Fitting
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Multiple Representations ◽  
School Mathematics ◽  
Evaluation Standards ◽  
The Real

The Curriculum and Evaluation Standards for School Mathematics (NCTM 1989) challenges the teacher to shift away from memorization and set procedures. Instead, teachers should emphasize developing flexible strategies of problem solving, finding multiple representations, and making connections to other areas of mathematics and to the real world. The cevian problem presented here illustrates how to implement this shift of emphasis.

Links to Literature: May 2001

2001 ◽  
Vol 7 (9) ◽  
pp. 538-541
Author(s):  
Jorie Borden ◽  
Elsa Geskus
Keyword(s):  
Children's Literature ◽  
Problem Solving ◽  
Real World ◽  
Children’S Literature ◽  
School Mathematics ◽  
Teaching Skills ◽  
The Real ◽  
New Knowledge ◽  
Principles And Standards

The phenomenal resurgence of children's literature in the marketplace has allowed teachers to help their students construct new knowledge by fostering the love of literature while teaching skills and knowledge. Principles and Standards for School Mathematics (NCTM 2000) recommends connecting mathematics with the real-world experiences of children. The authors chose Cook-a-Doodle-Doo! (Stevens and Crummel 1999) to provide students with opportunities for problem solving, estimating, predictive reading, and enjoyable eating.

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