SELECTING EXAMPLES FOR SOLVING WORD-PROBLEMS

College students studied the solution of a simple and a complex exampl e, then they used the examples to construct equations for algebra word problems. The frequency with which they referred to each example acro ss 8 test problems that varied in complexity was recorded. In a 5-fact or analysis of variance, instructional format, test-problem order, and aptitude were between-subjects factors, and example complexity and te st-problem complexity were within-subject factors. Evidence for good m etacognitive skills regarding selection of examples included students' ability to match examples with test problems and their preference for the complex example. However, neither finding interacted with instruc tional format or aptitude.