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The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. The nature of interactions that occurs among teacher, students, learning sources, and learning environment creates different settings to enhance learning. Any setting created by a teacher is affected by 3 (three) types of cognitive load: intrinsic cognitive load, extraneous cognitive load, and germane cognitive load. This study is qualitative in nature, aims to analyze the patterns of interaction that are constituted in mathematics instructions by taking into account the cognitive load theory. As the subjects of this study were 21 fifth grade students, who learned mathematics in small groups and whole-class interactive lessons. The data were collected through classroom observations which were videotaped, while field notes were also taken. The data analysis revealed that students engaged in productive interaction and inquiry while they were learning mathematics in small groups or in whole class setting, in which there was a different type of cognitive load that dominantly affecting the learning processes at each setting. During the whole class setting, the most frequently found interaction patterns were encouraging students to explain their solutions, and to express their thinking and opinion about the other group presentation. It means that by participating in interactive discussion and learning, the students are habitually engaged in productive interactions and high level of mathematical thinking.

Patterns of interaction; Cognitive Load Theory; mathematics instruction; elementary school