Transfer of strategy use by semantic recoding in arithmetic problem solving

摘要: Abstract Transfer of strategies between problems sharing the same formal structure is facilitated by a semantic recoding that makes evident structural similarities problems. Two experiments were carried out among 4th and 5th grade pupils, with an experimental group trained to compare in order reinterpret arithmetic word problem so calculations are consistent interpretation, control group. The Experiment 1 improved significantly choosing alternative strategy different from those used training but no significant progress was observed 2 showed improvement could not be attributed fact children only learned use superficial rule. These results support idea activity re-representation may crucial step mathematization.