The Impact of Sequencing and Prior Knowledge on Learning Mathematics Through Spreadsheet Applications

According to cognitive load theory, instruction needs to be designed in a manner that facilitates the acquisition of knowledge in long-term memory while reducing unnecessary demands on working memory. When technology is used to deliver instruction, the sequence in which students learn to use the technology and learn the relevant subject matter may have cognitive load implications, and should interact with their prior knowledge levels. An experiment, using spreadsheets to assist student learning of mathematics, indicated that for students with little knowledge of spreadsheets, sequential instruction on spreadsheets followed by mathematics instruction was superior to a concurrent presentation. The reverse was found for students with more knowledge of spreadsheets. These results are explained in terms of cognitive load theory. Using new technologies to enhance the learning and teaching of mathematics is highly recommended by many professional teaching associations. However, when learning from computer-based instructional material, a number of cognitive load theory (CLT) principles need to be followed to ensure that learning is maximized. While much is known about how computer-based materials should be presented to avoid negative effects such as split-attention and redundancy (e.g., see Sweller, van Merriënboer, & Paas, 1998), less is known about the interactions associated with learning how to use technology while simultaneously learning mathematical concepts. How should instructional materials be structured so learners can employ technology in order to enhance understanding of mathematics? In this article we investigate how sequencing the learning of spreadsheet skills affects learning mathematics.