The relevance of the Good Strategy User Model to the Teaching of Mathematics

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Abstract
This article briefly reviews the strategic, metacognitive, and knowledge components of good strategy use. Five principles of teaching that follow from this good strategy user model are illustrated by examples from arithmetic instruction. Practitioners are advised: (a) to teach strategies; (b) to teach knowledge about when, where, and how to use strategies; (c) to teach general knowledge about factors; that promote strategy functioning; (d) to teach relevant nonstrategic knowledge; and (e) to have students practice components of good strategy use and the coordination of components. The good strategy user model for math instruction is compared to Polya's conception of how to teach problem solving.

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