March 2009, Vol. 40, Issue 2
Research Commentary: Concrete Instantiations of Mathematics: A Double-Edged Sword
Jennifer Kaminski; Vladimir Sloutsky; Andrew Heckler;
What factors affect transfer of knowledge is a complex question. In recent research, the authors demonstrated that concreteness of the learning domain is one such factor (Kaminski, Sloutsky, & Heckler, 2008). Even when prompted and given no time delay, participants who learned a concrete instantiation of a mathematical concept failed to transfer their knowledge to a novel analogous situation.
This article is available to members of NCTM who subscribe to
Journal for Research in Mathematics Education. Don't miss out—join now or upgrade your membership. You may also purchase this article now for online access.
Log In/Create Account
Purchase Article