Transfer, Abstraction, and Context

Autor/in	Jones, Matthew G.
Titel	Transfer, Abstraction, and Context
Quelle	In: Journal for Research in Mathematics Education, 40 (2009) 2, S.80-89 (10 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0021-8251
Schlagwörter	Stellungnahme; Construct Validity; Mathematics Instruction; Games; Algebra; Undergraduate Students; Psychology; Introductory Courses; Experiments; Learning Processes; Mathematical Concepts; Teaching Methods; Educational Research + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Game; Spiel; Spiele; Psychologie; Einführungskurs; Erprobung; Learning process; Lernprozess; Teaching method; Lehrmethode; Unterrichtsmethode; Bildungsforschung; Pädagogische Forschung
Abstract	The author responds to the recent work of Kaminski, Sloutsky, and Heckler (2008) and advances two major concerns about their research and its applicability to learning mathematics: a confounding variable that arises from the mathematical differences between the generic examples and concrete examples poses a threat to the construct validity of the experiments, and the overgeneralization of the success of the treatment, given that the measure of success is a prompted near-transfer task. (Contains 1 table and 1 figure.) (As Provided).
Anmerkungen	National Council of Teachers of Mathematics. 1906 Association Drive, Reston, VA 20191-1502. Tel: 800-235-7566; Tel: 703-620-3702; Fax: 703-476-2970; e-mail: orders@nctm.org; Web site: http://www.nctm.org/publications/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10