COGNITIVE LOAD THEORY IN MATHEMATICS LEARNING: A COMPREHENSIVE REVIEW FOR SCHOOL-LEVEL APPLICATION

Cognitive Load Theory (CLT), first introduced by Sweller in the 1980s, has become a widely recognized framework for improving instructional design in mathematics education. The theory emphasizes the limitations of working memory and the necessity of optimizing instructional materials to reduce unnecessary mental effort while fostering schema construction. School-level mathematics, characterized by high abstraction, procedural learning, and problem-solving demands, presents unique challenges that often overwhelm students’ cognitive resources. Consequently, CLT provides valuable insights into how mathematics learning can be structured to enhance comprehension and retention.This systematic review synthesizes findings from international studies published between 2000 and 2025 that have applied CLT in school mathematics classrooms. Using major educational databases such as ERIC, Scopus, and Web of Science, ten peer-reviewed studies were selected based on specific inclusion and exclusion criteria. The review highlights instructional strategies grounded in CLT, including worked examples, split-attention reduction, modality effect, and the use of visual-spatial representations. Findings suggest that these strategies consistently reduce extraneous cognitive load, improve mathematical problem-solving accuracy, and enhance long-term retention. However, gaps remain in the large-scale implementation of CLT-informed pedagogy, particularly in diverse and resource-constrained educational contexts.This paper concludes that CLT offers a robust theoretical basis for designing mathematics instruction at the school level, with implications for curriculum design, teacher training, and technology integration.