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Peer reviewedAyres, Paul L. – Contemporary Educational Psychology, 1993
An experiment with 67 Australian junior high school students demonstrates that presentation of goal-free 2-move mathematics problems, reducing the use of means-ends analysis, prevents the stage effect (increase in errors at the subgoal stage) from occurring. Implications for enhancing learning are discussed. (SLD)
Descriptors: Error Patterns, Foreign Countries, Junior High School Students, Junior High Schools
