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- W2186229488 abstract "1. Students must understand content to facilitate transference across contexts. 2. The teacher must recognize that more than one skill is required to solve most problems. In processing even simple mathematical problems, a minimum of 3 skills is required – the relevant data must be ‘recorded’ (either in memory or on paper), a rule must be retrieved or constructed, and the rule must be applied to the data. (We will refer to this as the 3-skill-rule.) 3. In general, the more information and/or skills that are required to solve a problem, the more likely that capacity will be exhausted and performance will deteriorate. 4. New skills place unusual demands on capacity, therefore the teacher should minimize other demands on capacity until that skill is mastered (recall the 3-skill rule). 5. Capacity varies across individuals and groups of individuals (for example, with respect to age and with respect to levels of anxiety). 6. Skills are used in a fixed order in attempting to solve a problem. Capacity is more likely to be exhausted with skills implemented later in the sequence. Thus, skills may appear to be error prone in some sequences but effective in others where the same skill was used earlier in the sequence. This makes it important to teach new skills using minimal data sets (recall the 3-skill-rule). 7. Skill enhancement reduces the load on capacity. This can be achieved by practicing the skill, using more efficient skills, and using shortcuts.” (Mantyka and Ricketts, 2010, pp. 1-2) The combination of these factors leads us to present new content to learners in the following order:" @default.
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- W2186229488 date "2010-01-01" @default.
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- W2186229488 title "Justification for the Structure of the Automaticity Exercises" @default.
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