The Impact Of Subgoal Labels On The Learning Of Sum-multiple Word Problem In Primary

In mathematics classroom teaching and Self-learning,the worked example is an important tool for students to learn concepts,rules,and problem solving of mathematics.Effective worked example learning is in line with students' cognitive regularity,then it can inspire their logical thinking and fully develop self-regulated learning.In order to study the subgoal label,additional subgoal label interpretation for the effect of sum-multiple worked-example.The study took 292 third-grade primary school students from a certain city as subjects and conducted two experimental studies.Experiment 1 using two-by-three two-factor experimental design.According to the primary school mathematics teaching materials and teaching experience of the teacher,a subgoal label example was designed as a sample material.Sample types(subgoal label example,no subgoal label example)and mathematics levels(high,middle,low)as independent variables,and test scores(near and far migration)and cognitive load levels as causes variables.To examine the effect of subgoal label and mathematical performance on the learning sum-multiple word problems.The results of the experiment show,on the recent migration test,the test scores of the subgoal label example group were significantly higher than those of the non-subgoal label example group,and the test scores of the mathematics level of each group were significantly different.At the cognitive load level,the task difficulty and total cognitive load of the subgoal label example group were significantly lower than those of the non-subgoal label example group.On the far migration test,there was no significant difference among the groups.Experiment 2 research results based on Experiment 1,sample types(additional subgoal label interpretation example,subgoal labels example)and mathematics levels(high,middle,low)as independent variables,and test scores(near and far migration)and cognitive load levels as causes variables.To investigate the effect of additional subgoal label interpretation and mathematics achievement on the learning sum-multiple word problems.The results of the experiment show,in the near-migration test,the interaction between sample type and mathematics achievement on sample learning was marginal.In the high grouping,the test scores of additional subgoal label interpretation examples were significantly higher than those of subgoal label examples.And in the low group,the text scores of the additional subgoal label interpretation example were significantly lower than those of the subgoal label examples.In the cognitive load level,the mathematics level groups had significant differences in psychological effort and total cognitive load,and there was no significant difference in the mission difficulty.On the far migration test,there was no significant difference among the groups.