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BACKGROUND	The sequencing of learning materials greatly influences the knowledge that learners construct .
BACKGROUND	Recently , learning theorists have focused on the sequencing of instruction in relation to solving related problems .
BACKGROUND	The general consensus suggests explicit instruction should be provided ; however , when to provide instruction remains unclear .
OBJECTIVE	We tested the impact of conceptual instruction preceding or following mathematics problem solving to determine when conceptual instruction should or should not be delayed .
OBJECTIVE	We also examined the learning processes supported to inform theories of learning more broadly .
METHODS	We worked with 122 second - and third-grade children .
METHODS	In a randomized experiment , children received instruction on the concept of math equivalence either before or after being asked to solve and explain challenging equivalence problems with feedback .
RESULTS	Providing conceptual instruction first resulted in greater procedural knowledge and conceptual knowledge of equation structures than delaying instruction until after problem solving .
RESULTS	Prior conceptual instruction enhanced problem solving by increasing the quality of explanations and attempted procedures .
CONCLUSIONS	Providing conceptual instruction prior to problem solving was the more effective sequencing of activities than the reverse .
CONCLUSIONS	We compare these results with previous , contrasting findings to outline a potential framework for understanding when instruction should or should not be delayed .

