Designs of faded-example to increase problem solving skills and procedural fluency in algebraic division

Abstract

This study aims to review on literature of faded example, its design and instructional implication to increase problem solving skills and procedural fluency. As students required to apply problem solving skills and promote procedural fluency when solving mathematics task. A role of learning instructions is essential when facilitating students to develop those abilities effectively. In addition, Cognitive Load Theory (CLT) suggests learning instruction should be developed in manner of which suitable to human cognitive architecture where working memory is limited when processing information and knowledge was stored as a schema in long-term memory. Faded-example, an instruction based on this theory proposed a smooth mechanism when solving several tasks as well as applying the most effective procedure. Faded-example begins with a fully guided-task (worked example) and then gradually reduces step-by-step solutions within problems become a fully no guidance task (problem-solving). Theoretically, this strategy may help students to foster their problem-solving skill and procedural fluency step-by-step. Besides, design of faded example (forward and backward procedures) was provided. Also, the implementation of faded example on algebraic division learning consist of four procedures: preliminary, introductory, acquisition and test.