An Investigation of the Effects of Multimedia Research on Learning and Long-Term Retention in Elementary Math: A Research Agenda

This paper first identifies that there is an underachievement in math nationwide as well as an underutilization of research principles from cognitive science in math curriculum and instruction. Then the paper provides a compelling rationale addressing the theoretical foundation and relevant prior empirical evidence supporting the proposed project. Finally, the paper provides the significance of the proposed project. 1. Identify the Education Problem That Will Be Addressed by the Project (1) Underachievement in math Current levels of math achievement at the elementary and secondary levels within the U. S. suggest that we are neither preparing the general population with levels of math knowledge necessary for the twenty-first century workplace, nor producing well prepared students to meet national needs for domestic scientists and mathematicians (Research & Policy Committee of the Committee for Economic Development, 2003; U.S. Department of Education, 2003a, 2003b, 2003c). Despite the fact that levels of math achievement have improved over the past decade, achievement gaps continue to exist. Further, low levels of achievement are more likely to be present among minority groups and students from low-income backgrounds (U.S. Department of Education, 2003a). This underachievement in math may be related to math anxiety that is formulated in the later elementary grades (grades 3-6) with increasing exposure to events or significant others such as teachers and friends who solidify the anxiety (Hackworth, 1985). Additionally, there has been much debate regarding what constitutes math proficiency and which teaching methods support student achievement of this proficiency. Limited empirical research has been conducted to compare these instructional approaches to determine what leads to improved math achievement across ethnic and socioeconomic groups in the U.S. (2) Underutilization of research principles from cognitive science in math According to Carver and Klahr (2001), cognitive scientists have identified numerous basic principles of learning that are supported by empirical research in traditional, well-controlled laboratory settings. In math, over the past 20 years, cognitive and developmental researchers have described the growth of young children's scientific knowledge and numeracy (e. g., Kalchman, Moss, & Case, 2001; Lehrer, Schauble, Strom, & Pligge, 2001; Palincsar & Magnusson, 2001). However, for the most part, curriculum in math has not widely or systematically incorporated findings from this accumulation of research either through the creation of materials that support teaching and learning or at the level of instruction. Furthermore, little work has been conducted to evaluate the effectiveness of math curricula and instructional practices for improving student learning and achievement (Glaser, 2001). The three components of cognition (attention, memory, and reason) are the basis for achievement in math and other academic areas. Many scholars have called for research to bridge the gap between detailed, rigorous models of attention and successful academic performance (Baddeley, 1990; Carver & Klahr, 2001; Glaser, 2001; Hitch & Logie, 1996). Recent discoveries about multiple memory systems and their underlying neurological processes hold particular promise for developing instructional methods that tap into implicit learning (Baddeley, 1990, 1999; Carver & Klahr, 2001; Hitch & Logie, 1996). Thus research is needed regarding how to improve the encoding of information and retrieval of implicit memories for learned material, how memory representations can better reflect what has been taught, and how the flexible use of memory systems can facilitate accurate reasoning and problem solving. 2. Provide a Compelling Rationale Addressing the Theoretical Foundation and Relevant Prior Empirical Evidence Supporting the Proposed Project (1) Provide a compelling rationale addressing the theoretical foundation According to Bork (1992), a multimedia learning environment is a new paradigm for learning in current education. This is especially true for math learning. According to Tooke (2001), “The computer affected mathematics education. It changed the mathematics curriculum, the teaching of mathematics, and even the way mathematics was learned,”(p. 1). But investigating the effects of computer-based multimedia on learning and performance requires a solid foundation in cognitive psychology and learning theory (Astleitner & Wiesner, 2004; Dijkstra, Jonassen, & Sembill, 2001; Mayer, 2001; Rouet, Levonen, & Biardeau, 2001; Sweller, 1999). Multimedia scholars have recently built their research on cognitive learning theory (e. g., Bishop & Cates, 2001; Schnotz, 2001; Wright, 2001). In addition, Mayer’s recent work of multimedia investigations are heavily grounded in cognitive