The DOI matches its Crossref record; 55 of the 55 references it cites were found in a registry or an index.
Guidance during mathematical problem solving.
Open accessAbstract
Experiments using circle geometry problems were carried out to investigate the consequences of presenting various forms of guidance to problem solvers.As had been suggested from previous research, having students study worked examples, under many circumstances, resulted in superior learning compared to active problem solving.It has been hypothesized that the guidance provided by worked examples directs attention appropriately and reduces cognitive load compared to that imposed by a means-ends strategy used by most novice problem solvers.Guidance in turn, may assist solvers in acquiring problem solving schemas.
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“The split-attention effect stems from research on worked examples and was first reported by Tarmizi and Sweller (1988).”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Tarmizi and Sweller (1988)
In the citing paper
“This split-attention effect can be prevented by physically integrating the diagram and the solution statements, making mental integration superfluous and reinstating the positive effects of worked examples.”
From Cognitive Architecture and Instructional Design: 20 Years Later (2019) · cites this paper as Tarmizi and Sweller (1988)
In the citing paper
“Second, the design of high-quality worked examples is challenging, particularly if these require integration of multiple information sources, which could lead to a higher extraneous cognitive load (Sweller et al., 1990, 1998; Tarmizi & Sweller, 1988; Ward & Sweller, 1990).”
From Does difficulty moderate learning? A comparative analysis of the desirable difficulties framework and cognitive load theory (2025) · cites this paper as Tarmizi & Sweller, 1988
In the citing paper
“First, it is not obtainable when the worked examples are themselves structured in a manner that imposes a heavy cognitive load.”
From Why Minimal Guidance During Instruction Does Not Work: An Analysis of the Failure of Constructivist, Discovery, Problem-Based, Experiential, and Inquiry-Based Teaching (2006) · cites this paper as Tarmizi & Sweller, 1988
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Metadata
- Authors
- Tarmizi, R. A., & Sweller, J.
- Affiliations
- UNSW Sydney (AU)
- ORCID
- Sweller, John
- Venue
- Journal of Educational Psychology
- Published
- 1988-12
- Volume
- 80
- Issue
- 4
- Pages
- 424-436
- ISSN
- 0022-0663 (ISSN-L)
- 1939-2176
- OpenAlex
- W2088730954
- Semantic Scholar
- 96dfa2797b3aff42cc03d93656fb84feca0b9cb3
- Cited by
- 464
- References
- 55
- Citations by year
- 2026: 5 · 2025: 7 · 2024: 13 · 2023: 17 · 2022: 12 · 2021: 22 · 2020: 12 · 2019: 23 · 2018: 10 · 2017: 9 · 2016: 16 · 2015: 19 · 2014: 19 · 2013: 25 · 2012: 36
- FWCI
- 4.22
- Type
- journal article
- Language
- en
- Open access
- green
- hdl.handle.net
- Licence
- cc-by-nc-nd
- Locations
- Journal of Educational Psychology (publishedVersion)
- UNSWorks (UNSW Sydney) (submittedVersion, cc-by-nc-nd)
- UNSWorks (UNSW Sydney)
- Funders
- NSW Department of Education
- Topics
- Social Sciences › Psychology › Experimental and Cognitive Psychology › Visual and Cognitive Learning Processes
- Social Sciences › Education › Mathematics Education and Pedagogy
- Social Sciences › Psychology › Developmental and Educational Psychology › Innovative Teaching and Learning Methods
- Keywords
- worked examples, mathematical problem solving, guidance, circle geometry, cognitive load, attention, active problem solving
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