AN EXPERIMENT ON THE COGNITIVE DEVELOPMENT OF THE TRANSITIONAL LEARNERS OF MATHEMATICS EQUIVALENCE''''S CONCEPT ACQUISITION
数学等值概念获得的过渡性学习者认知发展的实验研究

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.