The findings not only show that eliciting mathematical explanation is really helpful to construct declarative knowledge and procedural knowledge , to integrate new and old knowledge , and to generate self - inference and repair students " mental model , but also show that if the teacher provides appropriate intervention , it may have a critical influence on fostering students " understanding 研究结果表明诱导学生数学解释的确有助于促进学生陈述性和程序性知识的建构，有助于促进学生对新旧知识的整合，有助于学生产生自我推论和修复心理模型.同时发现教师提供适当的干预对促进学生理解有重要影响
