ABSTRACT
How do we master procedural skills in domains such as mathematics? Existing models of procedural acquisition fail to distinguish between levels of “skilled” performance. In particular, there is some evidence that automaticity may not be the only endpoint in the acquisition of a skill. Issues of expertise, automaticity, and competency are explored in a case study of a 8th grader in the domain of algebra equation solving. Multiple levels of competence, leading to expertise, are described. I conclude that a learner can become quite accomplished and competent at a procedural skill, and yet fail to display some qualities of expert behavior. In particular, the role of algorithms versus heuristics in the development of competence is highlighted.
