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
Given the problem in multiple parts, with substitution isolated
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This problem is from problem set PSAFPY
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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.