Studies of micro-genetic learning brought about by the comparison and solving of isomorphic arithmetic problems

In line with the analogical reasoning trend, this study focuses on whether and to what extent the comparison of isomorphic problems might enrich subjectsʹ representations and solving strategies. These aspects were examined in middle school students analyzing and solving three isomorphic arithmetic problems. Two experimental conditions were contrasted. In the “successive” condition, three problems were presented in succession. In the “simultaneous” condition, they were given simultaneously. The main results were the following: (1) Problem comprehension improved as the problems were processed, even though the subjects were not given any help. (2) The “simultaneous” condition was more favourable than the successive condition and facilitated the formation of problem schemas. This was only true, however, for high and average achieving students. For low achieving subjects, the trend was reversed, as if having to analyze several problems with different semantic contexts disrupted the cognitive processes involved.