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Article Content:-
Abstract
Students often struggle to solve mathematical problems related to real-life contexts, particularly in topics such as the Pythagorean theorem. Worked examples are an effective learning strategy for novice students, as they gradually guide learners through problem-solving steps while reducing extraneous cognitive load. This study aims to design worked examples for mathematical problem solving in real-life contexts on learning the Pythagorean theorem through three stages: analysis, design, and development. In the analysis stage, the material content, learning objectives, problem-solving indicators, and student characteristics were examined. The design stage involved selecting real-life contexts, such as staircases and electrical installations, relevant to applying the Pythagorean theorem. The worked examples were created with attention to cognitive load theory principles, specifically by minimizing split attention and redundancy effects. The development stage produced two worked example sets that systematically present problem-solving steps aligned with Polya's stages, along with paired problems sharing similar contexts and solution structures. Furthermore, this study outlines instructional steps for implementing worked examples in classroom settings. The resulting design is expected to enhance students’ conceptual understanding of the Pythagorean theorem and support the development of their mathematical problem-solving abilities.
References:-
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