Influence Of Cognitive-Style And Levels Of Awareness On Mathematic Problems Analogical Transfer In High School Students

The research was to explore the influence of cognitive-style and awareness on analogical transfer of mathematics problems in high school students. There were two experiments in the research. The goal of the first was to study whether the level of awareness and cognitive-style had influences on the analogical transfer. Results suggested that during the process of arithmetic progression and geometric progression problem solving, students' cognitive-style have no significant effect on the analogical transfer, but the level of awareness had significant effect. There was no significant interaction between the cognitive-style and the level of awareness.The second experiment was to discuss whether the cognitive-style and the level of awareness had influence on the analogical transfer by reducing the level of awareness. Results suggested that during the analogy of arithmetic progression and geometric progression, the cognitive-style have no significant effect on the analogical transfer. However, levels of awareness, which are weak hint and non-hint, had much significant influence on analogical transfer. There was no significant interaction between the cognitive-style and the level of awareness.After analyzing the research results, we had found that during the process of arithmetic progression and geometric progression problem solving, not the cognitive-style of each student, but the level of awareness had the significant effect on the analogical transfer.