Noticing relevant problem features: activating prior knowledge affects problem solving by guiding encoding
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Summary
This study investigated whether activating elements of prior knowledge can influence how problem solvers encode and solve simple mathematical equivalence problems, and hypothesized that these patterns may negatively affect problem solving by influencing what people encode about a problem.
- Type
- article
- Published
- 2013-11-26
- Cited by
- 30
- References
- 41
- Access
- Open access
- OpenAlex
- https://openalex.org/W24324454
- Semantic Scholar
- https://api.semanticscholar.org/CorpusID:15126286
Keywords
Quarter (Canadian coin), Geography
References
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- Understanding Strategy Change: Contextual, Individual, and Metacognitive Factors.
- Lessening the Load of Misconceptions: Design-Based Principles for Algebra Learning
- Difficulties in Basic Concepts of Mathematics in Higher Education: A Systematic Review
- Mistakes on display: Incorrect examples refine equation solving and algebraic feature knowledge
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- Increase the problem solving ability through improved prior knowledge
- Conceptual knowledge of the associativity principle: A review of the literature and an agenda for future research.
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- How Prior Knowledge, Gesture Instruction, and Interference After Instruction Interact to Influence Learning of Mathematical Equivalence
- Understanding error patterns in students' solutions to linear function problems to design learning interventions
- Pre-service teachers’ knowledge about classroom management from university studies and own schooling experiences—content and effects of their activation