| Abstract: | This study investigated the relation between the development of understanding principles that govern a problem and the development of mathematical strategies used to solve it. College students and 2nd, 5th, 8th, and 11th graders predicted the resulting temperature when 2 containers of water were combined. Students first estimated answers to the problems and then solved the problems using math. The pattern of estimated answers provided a measure of the intuitive understanding of task principles. Developmental differences in intuitive understanding were related to the type of math strategy students used. Analysis of individual data patterns showed that understanding an intuitive principle was necessary but not sufficient to generate a math strategy consistent with that principle. Implications for the development of problem solving are discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved) |
