A longitudinal study on knowledge construction to foster mathematical problem solving and transfer

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We developed a computer-based support program that helps elementary school children self-explain solution steps to worked-out examples. Seventy-one fifth grade students participated in the study. The students then solved two or three worked-out examples for thirty minutes once a week in a three-week training session. The students had three training sessions from June 2009 to December 2010. The results showed that all of the students gradually solved more word problems correctly than before. Moreover, we found that the students improved their test scores when they gradually self-explained their solution processes using inferences and elaborated explanations.