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This research took 2 × 4 two-factor experimental design, to explore the effects of procedural knowledge in disciplinary domain knowledge on the students' problem representational strategies. Firstly, procedural knowledge level measurement questionnaire was used to select 60 secondary school students to participate in the experiment, they were divided into two groups. And then, this research took learning-interference Quiz research paradigm and used four types of formula as research material, todoi:10.12677/ap.2013.31003 fatcat:a36xnutwjfa33lihbwa537zuxi