Shall we teach students to skip steps? Designing optimal instructions from a cognitive load perspective

Experts in school algebra acquire efficient solution strategies with fewer steps after extensive practice, rather than through formal education. According to cognitive load theory, efficient solution strategies are characterised by low element interactivity, which reduces cognitive load. Element interactivity refers to the interaction between the various elements of a learning task—where an element can be any unit of learning, such as a number or a procedure. In this theoretical–conceptual paper, we design instructional materials for teaching students how to skip intermediate steps when solving linear equations and percentage problems. We advocate for a systematic approach that gradually removes elements, enabling students to skip unnecessary steps. Once students have learned certain elements, they become redundant and can be skipped, reducing the cognitive load on working memory. Ultimately, we argue that by breaking down complex solution procedures into simpler solution procedures, students can skip unnecessary steps and generate superior solution strategies that enhance efficiency without compromising their conceptual understanding.