%0 Journal Article
%A Hamzah, Upu
%A Bustang, Bustang
%D 2014
%F UNY:11559
%I Yogyakarta State University
%J Proceeding of  International Conference On Research, Implementation And Education  Of Mathematics And Sciences 2014
%K constructivism, cognitive load theory, mathematical learning
%T CONSTRUCTIVISM VERSUS COGNITIVE LOAD THEORY: IN SEARCH FOR AN   EFFECTIVE MATHEMATICS TEACHING
%U http://eprints.uny.ac.id/11559/
%X 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.