We investigated why undergraduate students adopted some strategies and not others. We found that students' rating of the quality of a strategy influenced their adoption, but their ratings of how complex a strategy is did not.
We examined whether strategy adoption depends on the confluence of many factors, including the context in which a target strategy is introduced, characteristics of the learner, and characteristics of the strategy itself.
A selective review of research on three classes of factors that may influence processes of strategy change in mathematical problem solving: contextual factors, individual factors, and metacognitive factors.
We find that individuals evaluate strategies mainly on two dimensions: Intuitiveness and Efficiency.