Aiding Transfer in Statistics: Examining the Use of Conceptually Oriented Equations and Elaborations during Subgoal Learning.

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Example-Based Learning: Integrating Cognitive and Social-Cognitive Research Perspectives (2010, methodology): “…sets of steps (e.g., Catrambone 1995, 1996), by comparing examples of different (representations of) solution methods (Große and Renkl 2006; Rittle-Johnson et al. 2009), or by using conceptually oriented equations rather than computationally oriented equations (e.g., Atkinson et al. 2003a).”
Can learning from molar and modular worked examples be enhanced by providing instructional explanations and prompting self-explanations? * (2006, background): “For instance, Atkinson, Catrambone, and Merrill (2003) have noted that mathematical problem solving is often characterized by ‘computationally-friendly’ molar solution approaches in which multiple solution steps are collapsed into a single formula that represents the solution procedure.”