Modeling teachers’ reactions to unexpectedness

Abstract

BackgroundEven experienced teachers make inconsistent classroom decisions in unexpected situations. From the cognitive load theory perspective, the effective handling of the novel, unexpected events by teachers depends on the cognitive load of the task, the teaching context in which the unexpectedness appears, and the available cognitive capacity. AimsTeachers’ reactions to unexpected mathematical events, in particular the unexpectedness of the arithmetic calculation, was modeled, investigated experimentally, and explained within the theoretical framework of cognitive load theory. Sample64 mathematics teacher trainees took part in the experiment. MethodsIn a dual-task arrangement, participants verified alternative answers to simple mathematical questions while memorizing task-irrelevant information. The answers represented low (schematic good responses), and high (unexpected good responses) processing load conditions, and control condition (incorrect responses). The memory load was low or high representing levels of extraneous load. The participants’ cognitive capacity was estimated by a complex working memory span task. ResultsThe verification of unexpected but correct answers was slow and more error-prone as compared with the processing speed and accuracy of schematic answers, presumably due to elevated processing (intrinsic) load. The increase in memory load resulted in slower and more inaccurate verifications. However, working memory capacity was found to mediate the extraneous load effect. ConclusionsThe results stress the importance of well-organized schemas for effective reactions to unexpected classroom events. Furthermore, it highlights the importance of accurately understanding and being aware of the impact of cognitive load on teachers to improve teaching practice.