Designs of Faded Example to Increase Problem Solving Skills and Procedural Fluency in Algebraic Division Ibrohim Aji Kusuma (a*), Endah Retnowati (b)
a)Program Pascasarjana, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia
*ibrohimaji.2018[at]student.uny.ac.id
b)Program Studi Pendidikan Matematika, Universitas Negeri Yogyakarta, Jl. Colombo No. 1, Yogyakarta 55281, Indonesia
Abstract
When solving mathematics task, students are required to apply problem solving skills and promote procedural fluency. A role of learning instructions is essential when facillitating students to develop those abilities effectively. In addition, the limitation of working memory when proccessing information and the function of long-term memory where the information stored are required to consider to facilitate better learning. Cognitive Load Theory (CLT) suggests learning instruction should be developed in manner of which suitable to human cognitive architecture. 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). Theoritically, this strategy may help students to foster their problem-solving skill and procedural fluency step-by-step. Designs of faded example (forward and backward procedures) and its instructional implication for learning algebraic division are discussed.
Keywords: Faded example, Problem solving skills, Procedural fluency, Algebraic division
