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Peer reviewed Peer reviewed
ERIC Number: EJ467988
Record Type: Journal
Publication Date: 1993
Pages: N/A
Abstractor: N/A
ISBN: N/A
ISSN: ISSN-0361-476X
EISSN: N/A
Why Goal-Free Problems Can Facilitate Learning.
Ayres, Paul L.
Contemporary Educational Psychology, v18 n3 p376-81 Jul 1993
An experiment with 67 Australian junior high school students demonstrates that presentation of goal-free 2-move mathematics problems, reducing the use of means-ends analysis, prevents the stage effect (increase in errors at the subgoal stage) from occurring. Implications for enhancing learning are discussed. (SLD)
Descriptors: Error Patterns, Foreign Countries, Junior High School Students, Junior High Schools, Learning, Mathematics, Problem Solving
Publication Type: Reports - Research; Journal Articles
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia
Grant or Contract Numbers: N/A