Seeing language learning inside the math: Cognitive analysis yields transfer

Researchers at Carnegie Mellon hypothesized that exercises requiring students to substitute one algebraic expression into another would enhance students’ algebraic grammar knowledge. This hypothesis led to a counter-intuitive prediction that learning to symbolize story problems could be better enhanced through practice on dissimilar looking substitution exercises than through practice on more similar looking story problems.
Control Given the problem in one part
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This problem is from problem set PSAFPY
Given the problem in multiple parts, with substitution isolated
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