ERIC Number: EJ833620
Record Type: Journal
Publication Date: 2009-Mar
Pages: 10
Abstractor: As Provided
ISBN: N/A
ISSN: ISSN-0021-8251
EISSN: N/A
Transfer, Abstraction, and Context
Jones, Matthew G.
Journal for Research in Mathematics Education, v40 n2 p80-89 Mar 2009
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.)
Descriptors: Construct Validity, Validity, Mathematics Instruction, Games, Algebra, Undergraduate Students, Psychology, Introductory Courses, Experiments, Learning Processes, Mathematical Concepts, Teaching Methods, Educational Research
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/
Publication Type: Journal Articles; Opinion Papers
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A