Abstract
This study investigated conditions that affect the acquisition and application of strategic plans in geometric proof instruction. Factors examined included method of instructional presentation, type of knowledge presented, and cognitive problem-solving style. A group of 96 ninth and tenth grade boys and girls were divided into four groups according to cognitive problem-solving style, completed one of four instructional units varying according to presentation method and type of knowledge, and completed two posttests. Results indicated that cognitive style and presentation method are important interacting variables in strategic plan formation and goal transformation.
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