文献类型：期刊文献

英文题名：Overcoming the gap between knowledge and use in mathematical flexibility: Examining the role of inhibitory control

作者：Jiang, Ronghuan[1];Liu, Ru-De[2];Star, Jon R.[3];Wang, Jia[4];Hong, Wei[2]

第一作者：Jiang, Ronghuan

通讯作者：Liu, RD[1]

机构：[1]Shenzhen Univ, Sch Psychol, Shenzhen, Peoples R China;[2]Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China;[3]Harvard Grad Sch Educ, Cambridge, MA USA;[4]Beijing Union Univ, Teachers Coll, Beijing, Peoples R China

第一机构：Shenzhen Univ, Sch Psychol, Shenzhen, Peoples R China

通讯机构：[1]corresponding author), Beijing Normal Univ, Fac Psychol, Natl Demonstrat Ctr Expt Psychol Educ, Beijing Key Lab Appl Expt Psychol, Beijing, Peoples R China.

年份：2025

卷号：95

外文期刊名：LEARNING AND INSTRUCTION

收录：;WOS:【SSCI(收录号:WOS:001342673200001)】；

基金：This manuscript was supported by a grant from the Ministry of Education of the People's Republic of China (23YJC190011) and the Shenzhen Natural Science Fund (the Shenzhen Talent Program RCBS20231211090519027) .

语种：英文

外文关键词：Mathematical flexibility; Inhibitory control; Equation solving; Algebra

摘要：Background: Previous research in the domain of equation solving has shown that although students obtain knowledge of multiple strategies, they often use a standard but less efficient strategy. This phenomenon has been framed as a gap between knowledge and use. Aims: We aim to examine whether using a standard strategy might be a dominant response and whether inhibitory control is needed for students to overcome the knowledge-use gap. Samples: 284 college students participated in the study ( n Pilot study = 114, n Study1 = 62, n Study2 = 108). Methods: A time-pressure and a no-choice design was used to examine the frequency of using standard strategies, and the accuracy and speed of using the standard and efficient strategies, respectively (Pilot study). Students completed a dual-inhibition task and a negative priming (NP) task (Study 1). Students' strategy use was examined in a delayed NP adaptation and a delay intervention in the classroom (Study 2). Results: Students used standard strategies more frequently under time pressure, indicating the dominance of the standard strategy, even though using efficient strategies was faster. Their performance of using efficient strategies was impaired when inhibition resources were occupied; the observed NP effect reflected the inhibition of the standard strategy when using efficient strategies. A delay intervention improved students' inhibition process and facilitated their flexibility performance. Conclusion: This study revealed that applying the standard strategy is often the default tendency for solving algebra equations, and inhibitory control is critical in bridging the gap between possessing knowledge of various strategies and implementing them in mathematical practice.