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.

Koedinger, K.R. & McLaughlin, E.A. (2010). Seeing language learning inside the math: Cognitive analysis yields transfer. In S. Ohlsson & R. Catrambone (Eds.), Proceedings of the 32nd Annual Conference of the Cognitive Science Society. (pp. 471-476.) Austin, TX: Cognitive Science Society.