Educators aspire for learners to proficiently apply acquired knowledge across diverse contextual scenarios. Facilitating knowledge transfer involves employing varied methodologies in the construction of instructional materials. Regrettably, extant research lacks a comprehensive examination of the efficacy of these methodologies in specific applications. Drawing upon cognitive psychology principles, this research delineates three representations of instructional materials conducive to knowledge transfer: the amalgamation of conceptual content and digital applications, the integration of conceptual content with situational queries, and the fusion of two situational queries. Subsequently, a cohort comprising 63 third-grade students undergoes experimentation to discern the differential impacts of the aforementioned instructional material configurations on both knowledge acquisition and transfer. Findings indicate a general convergence in the acquisition of mathematical knowledge and transfer capabilities, albeit with discernible variations in the domain of problem-solving sub-skills. Specifically, instances of excessive familiarity with situations facilitate knowledge acquisition but do not necessarily correlate with enhanced transfer acquisition. This underscores the recommendation that educators incorporate instructional materials wherein learners possess a moderate level of familiarity with the given situations during the design phase, thereby fostering concurrent development of transfer acquisition and knowledge acquisition.

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This article is supported by the Beijing Education Science "13th Five Year Plan 2018 Youth Special Project on Cognitive Model Construction and Teaching Application Research of Primary School Mathematics Problem Solving Transfer" (BCDA18046)