: Don’t You Remember? Enhancing Outcomes for Pupils with SEND in Primary School Mathematics through understanding of Cognitive Load Theory

Cat Wilkinson, SENDCO, LLME for Abacus Maths Hub and ELE at the Lancashire Research School, shares her thoughts on developing awareness of Cognitive Load Theory to improve ALL pupils’ outcomes in maths, especially those with Special Educational Needs and Disabilities (SEND).

Through my work with the Maths Hubs, we were early adopters of Teaching for Mastery (TfM) approach in mathematics. However, whilst delivering training to our two new ECTs about the principles of TfM, I faced some rightly-challenging questions. These predominantly stemmed from the TfM belief that all pupils, regardless of their prior attainment, should work on the same mathematical content. Considering the rise in pupils with SEND in our setting, I was honest with them about the challenges this brings, particularly for those pupils with memory and retention difficulties. This made me reflect upon one significant change in our practice on our TfM journey, which has been developing our knowledge of cognitive Load Theory (CLT), and in particular how to reduce the ​‘redundancy effect’.



Understanding Cognitive Load Theory

Cognitive Load Theory suggests that our working memory has limited capacity. When teaching complex concepts, especially in mathematics, it is crucial to manage cognitive load effectively to prevent overwhelming pupils. For SEND pupils, who may already face challenges with processing information, this is even more critical. The EEF has provided a framework of principles (‘5 a Day’) to support effective strategies that can help manage cognitive load, especially for pupils with SEND. CLT is directly connected to principle 2​‘Cognitive and Metacognitive Strategies’.

The key principles of CLT:

Intrinsic Load: This is the inherent difficulty of the material being taught. For example, understanding fractions can be more complex than basic addition.

Extraneous Load: This refers to the way information is presented. If a lesson is cluttered with unnecessary information or distractions, it can hinder learning.

Germane Load: This is the mental effort dedicated to processing, understanding, and integrating new information.



What we can align Teaching for Mastery principles with CLT

Teaching for Mastery is an approach that emphasises deep understanding and fluency in mathematics. It aligns well with the principles of CLT, as it encourages pupils to master concepts before moving on to more complex topics. This is however hinged on the children’s ability to retain the information they have been taught and thus, we need to adapt our practice to ensure ALL children are remembering more.



Reducing the Redundancy Effect

Although there are many principles and strategies connected to reducing cognitive load, here I am prioritising one key area: The Redundancy Effect. This occurs when unnecessary information is given, leading to cognitive overload and a decrease of the capacity of the working memory that can be used for processing essential information.

Strategies to Reduce the Redundancy Effect:

Simplify Instructions:

Clear, concise mathematical language and avoid details that do not contribute to understanding.
Chunking: Divide instructions into smaller, manageable steps.
Paraphrasing: Pupils to repeat the instructions in their own words to confirm comprehension.
Written Instructions alongside verbal instructions to reinforce understanding.
Task planners, including ​‘now and next’ boards
Sequential Steps:

Presenting lessons and tasks in a logical order, ensuring steps build on previous ones – many TfM schemes available are designed using a ​‘small step’ approach, but may need to be refined further

Limit Extraneous Visuals: Visual aids are directly relevant to the lesson. We try and limit cluttered visuals that can distract from the main concepts.

Worked Examples: A powerful instructional tool to significantly reduce cognitive load, breaking down problems into manageable steps, to focus on understanding processes.

Interactive Tools: Implement educational technology and manipulatives that will promote interactivity and engagement, without adding unnecessary complexity.

Active Learning: Pupils engage actively with the material through problem-solving, careful questioning, discussions, and hands-on activities. This can help them focus on the essential aspects of the lesson.

Incorporate Meaningful Gestures: Use gestures that are directly related to the content taught. E.g. Mastering Number materials from the NCETM have carefully considered and deliberate and explicit gestures that teachers used to reinforce key concepts that we employ across the school

Here are but a few suggestions to reduce cognitive load, but these only scrape the surface of the toolkit educators require in their armoury to aide memory and retention. At our school, we continue to ensure that CPD around cognitive load is prioritised as many of these seemingly-simple strategies, wield great power for our children with working memory difficulties. As we strive to meet diverse needs, it is essential to remember that effective teaching is not just about delivering content; it is about fostering an inclusive learning environment where every pupil has the opportunity to succeed. By integrating these strategies into our teaching practices, we can ensure that ALL pupils are equipped with the tools they need so that mastery of mathematics is attainable for all.

Further reading:

Sweller, J. (1988). Cognitive Load During Problem Solving: Effects on Learning. Cognitive Science, 12(2), 257 – 285.

https://educationendowmentfoundation.org.uk/news/eef-blog-clarity-is-king-reducing-extraneous-load

https://educationendowmentfoundation.org.uk/news/eef-blog-cognitive-clutter-and-better-understanding-barriers-to-learning

https://www.ncetm.org.uk/teaching-for-mastery/mastery-explained/five-big-ideas-in-teaching-for-mastery/

Abacus NW Maths Hub (2024). NCETM Mastering Number at KS2https://www.abacusnwmathshub.co.uk/mastering-number-at-ks2

Key Guidance Reports:

- Improving Mathematics in KS2& 3

- Special Educational Needs in Mainstream Schools

- Metacognition and Self regulated Learning