Math problem solving frequently involves choices among alternative strategies. Strategy choices, and effects of problem features on strategy choices, both vary among individuals. We propose that individual differences in strategy choices can be well characterized in terms of parametric variation in three types of influence: global bias, relevant…

Although children learn more when teachers gesture, it is not clear "how" gesture supports learning. Here, we sought to investigate the nature of the memory processes that underlie the observed benefits of gesture on lasting learning. We hypothesized that instruction with gesture might create memory representations that are particularly…

Seventy-three children between 6 and 7 years of age were presented with a problem having ambiguous subgoal ordering. Performance in this task showed reliable fingerprints: (a) a non-monotonic dependence of performance as a function of the distance between the beginning and the end-states of the problem, (b) very high levels of performance when the…

This study investigated the roles of problem structure and strategy use in problem encoding. Fourth-grade students solved and explained a set of typical addition problems (e.g., 5 + 4 + 9 + 5 = ?) and mathematical equivalence problems (e.g., 4 + 3 + 6 = 4 + ? or 6 + 4 + 5 = ? + 5). Next, they completed an encoding task in which they reconstructed…