Constructivism versus Cognitive Load Theory: In Search for an Effective Mathematics Teaching

Abstract

Two major learning theories have dominated recent literature on optimizing knowledge acquisition: constructivism and cognitive load theory. Constructivism, on the one hand, gives preeminent value to the development of students' self-regulated process of constructing mathematical concepts. Its basic tenet is that students acquire their own mathematical understanding by constructing them from the inside rather than by internalizing them from the outside. Cognitive load theory, on the other hand, suggests that the free exploration of a highly complex environment may cause a heavy working memory load and led to poorer learning. Advocates of this view further argue that constructivist strategies provide learners with information that exceeds their working memory capacity, and thus fail to efficiently guide learners' acquisition of mathematical knowledge. The current study describes the elements of constructivism theory and their cognitive basis and show how they can be aligned with the structures that constitute human cognitive architecture. More specifically, we present several ways in which cognitive load can be managed by these elements and so facilitate mathematical learning.