USE OF EXAMPLES AND PROCEDURES IN PROBLEM-SOLVING

We studied how successfully students could use examples and procedures to construct equations for work problems. According to the proposed theory, the procedures indicate how to generate values that differ in structure from the example. The first experiment compared 3 groups of students who received a simple example, a set of procedures, or both. A mathematical model with 3 parameters (the probability of generating a correct value by matching the example, following a procedure, or using general knowledge) accounted for 94% of the variance for how the 3 instructional groups performed over 4 levels of transformation. A second experiment extended the predictions of the model to include either a complex example, a complex example and procedures, or a complex example and a simple example.