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50 Years of ERIC
50 Years of ERIC
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Peer reviewed Peer reviewed
ERIC Number: EJ671094
Record Type: CIJE
Publication Date: 2003
Pages: N/A
Abstractor: N/A
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0022-0663
Explicitly Teaching for Transfer: Effects on Third-Grade Students' Mathematical Problem Solving.
Fuchs, Lynn S.; Fuchs, Douglas; Prentice, Karin; Burch, Mindy; Hamlett, Carol L.; Owen, Rhoda; Hosp, Michelle; Jancek, Deborah
Journal of Educational Psychology, v95 n2 p293-305 Jun 2003
Assesses the effects of explicitly teaching for transfer by broadening the categories by which students group problems requiring the same solution methods and prompting students to search novel problems for these broad categories. This transfer treatment was combined with instruction on solution methods. Improvement on immediate- and near-transfer measures supported the utility of solution instruction. (Contains 44 references, 2 tables, and 2 appendixes.) (GCP)
Descriptors: Elementary Education, Grade 3, Instructional Effectiveness, Learning Strategies, Mathematics Instruction, Problem Solving, Transfer of Training, Word Problems (Mathematics)
Publication Type: Information Analyses; Journal Articles; Reports - Research
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers: Explicit Instruction