Guidance during mathematical problem solving.

Abstract

Experiments using circle geometry problems were carried out to investigate the consequences of presenting various forms of guidance to problem solvers.As had been suggested from previous research, having students study worked examples, under many circumstances, resulted in superior learning compared to active problem solving.It has been hypothesized that the guidance provided by worked examples directs attention appropriately and reduces cognitive load compared to that imposed by a means-ends strategy used by most novice problem solvers.Guidance in turn, may assist solvers in acquiring problem solving schemas.