Volume 4,Issue 9
认知资源在数学问题解决理论中的效能机制研究
本文我们使用了两个非常规数学问题来考察国内普通大学的三名数学师范专业学生的解题能力水平。我们发现成绩优异的学生并不能很好的解决非常规的数学问题，这促使我们更仔细地审视他们在解决这两个问题过程中的尝试。我们发现，如果不对特定的认知资源加以适当的控制措施，不恰当的认知资源使用可能会妨碍问题的解决。
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