PROCEEDINGS OF THE 15TH ANNUAL CONFERENCE ON RESEARCH IN UNDERGRADUATE MATHEMATICS EDUCATION (Vol 2)
2012
Portland, Oregon
The Effect of Structure-based Instruction on the Transfer of Learning to Solve Algebra Word Problems
Page: 2-24
A problem in learning to solve mathematics word problems students have been facing is to transfer the learned problem-solving knowledge from one story context to another story context. Some studies have provided evidence that structure facilitates transfer of learning to solve word problems. In this study we examine the effect of teaching structures (structure-based instruction) on the transfer of learning to solve algebra word problems. Sixty-one college students participated in a 2- hour controlled experiment. The results showed that students who received structure-based instruction had better performance in some types of transfer of solving algebra word problems.