数学等值概念获得的过渡性学习者认知发展的实验研究

就数学等值概念获得而言，一般地，过渡性学习者在解决简单问题作业时趋向于使用一种正确策略，而当题目较难时则使用几种不同的错误策略。经过针对性的指导（或输入适当信息）后极易掌握此概念，表现为使用一种正确且充分的策略。同时，“言语一手势失匹配”可能不是过渡性学习者的必然的认知特征。

AN EXPERIMENT ON THE COGNITIVE DEVELOPMENT OF THE TRANSITIONAL LEARNERS OF MATHEMATICS EQUIVALENCE'S CONCEPT ACQUISITION

Generally speaking transitional learners of the mathematics equivalence's concept acquisition tend to use one single correct strategy to solve simple problems; whereas they use several different incorrect strategies to solve more difficult problems. After accepting expert instruction, they could acquire the concept very easily and use one single correct adequate strategy to the whole problem. Moreover, "Gesture-Speech Mismatch" seemed not to be one of their essential cognitive characters.