ABSTRACT
The purpose of this study was to explore the effect of Heuristic learning on transfer in mathematical problem solving. Especially, we have focused on following two questions: (1)whether explicit heuristic training is effective, and (2)whether transfer is promoted if students succeed in making good abstraction themselves that referred to the heuristic. The later question is original one. There is few evidence that the appropriate abstraction promotes transfer in high-level mathematical problem solving.
