Abstract
The psychological theory of transfer of learning is examined as an aid in teaching mathematics to students. In particular, Ellis’ variety‐of‐tasks principle of transfer of learning embodying alternative procedures is scrutinized for its beneficial application to two categories of students. The subtraction‐of‐mixed‐numbers‐with‐regrouping procedure is used in different alternative forms as an example of the applicability of the principle with students having differing degrees of comprehension. It was concluded that the use of alternative procedures was a viable teaching strategy and should be developed for all standard algorithms used in the solution of mathematical problems.
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