How to teach geometry theorems using worked examples: A cognitive load theory perspective

Abstract

Some geometry theorems are studied at Year 7, such as angles formed by parallel lines and a transversal line. There are at least nine theorems should be simultaneously considered to solve a complex problem-solving in this topic. For example, a problem about angles formed by parallel lines and more than one transversal lines. Many students often have difficulties when solving the problem in this topic because it requires a good understanding of angle representation. A Cognitive Load Theory (CLT) has suggested that learning complex problem solving is more efficient for novices when worked examples are presented. Worked Examples (WE) are suggested for novice learners because it can reduce the extraneous cognitive load. Hence, working memory with limited capacity and duration can construct knowledge effectively. However, there are issues when designing WE for most geometry problems, such as the split attention. This paper presents some WE of angles formed by parallel lines and a transversal lines in several theorems. This paper discusses further how to teach the WE and propose four learning steps: (1) apperception, (2) students solve geometry problems with worked example strategies, (3) students present the results of work, and (4) teachers guide students to conclude learning outcomes.