Learning new problem-solving strategies leads to changes in problem representation
By Martha W. Alibali, K. Phillips, A. D. Fischer. 2009
78 citations recorded by the source corpus.
Subfields: Developmental and Educational Psychology, Education, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/ce6323a7ad08e27a03b6e61849a1d1895999a812
How researchers see this paper
The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.
In Developmental and Educational Psychology
- Nicole M. McNeil
- Emily R. Fyfe
- Bethany Rittle-Johnson
- Martha W. Alibali
- Noelle M. Crooks
- Percival G. Matthews
- Meixia Ding
- Xiaobao Li
In Education
- Bethany Rittle-Johnson
- Emily R. Fyfe
- Nicole M. McNeil
- Martha W. Alibali
- Meixia Ding
- D. Hurrell
- Xiaobao Li
- Jon Star
In Statistics and Probability
- Bethany Rittle-Johnson
- Nicole M. McNeil
- Emily R. Fyfe
- Martha W. Alibali
- Jon Star
- D. Hurrell
- Michael Schneider
- Lindsey E. Richland
Citations in the corpus
- A Change–Resistance Account of Children's Difficulties Understanding Mathematical Equivalence (2014, background): “…operational patterns that do not generalize beyond arithmetic (McNeil & Alibali, 2005b): First, children learn to expect all operations to be on the left side of a math problem followed by the equal sign and an answer blank at the end (Alibali et al., 2009; Cobb, 1987; McNeil & Alibali, 2004).”
- Feedback Both Helps and Hinders Learning: The Causal Role of Prior Knowledge (2016, methodology): “The experimenter provided instruction and demonstrated the procedure (adapted from Alibali et al., 2009) on all four problems.”