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ERIC Number: EJ978023
Record Type: Journal
Publication Date: 2012-Dec
Pages: 9
Abstractor: As Provided
Reference Count: 0
ISBN: N/A
ISSN: ISSN-0959-4752
"Concreteness Fading" Promotes Transfer of Mathematical Knowledge
McNeil, Nicole M.; Fyfe, Emily R.
Learning and Instruction, v22 n6 p440-448 Dec 2012
Recent studies have suggested that educators should avoid concrete instantiations when the goal is to promote transfer. However, concrete instantiations may benefit transfer in the long run, particularly if they are "faded" into more abstract instantiations. Undergraduates were randomly assigned to learn a mathematical concept in one of three conditions: "generic," in which the concept was instantiated using abstract symbols, "concrete" in which it was instantiated using meaningful images, or "fading," in which it was instantiated using meaningful images that were "faded" into abstract symbols. After learning, undergraduates completed a transfer test immediately, one week later, and three weeks later. Undergraduates in the fading condition exhibited the best transfer performance. Additionally, undergraduates in the generic condition exhibited somewhat better transfer than those in the concrete condition, but this advantage was not robust. Results suggest that concrete instantiations should be included in the educator's toolbox. (Contains 1 table and 4 figures.)
Elsevier. 6277 Sea Harbor Drive, Orlando, FL 32887-4800. Tel: 877-839-7126; Tel: 407-345-4020; Fax: 407-363-1354; e-mail: usjcs@elsevier.com; Web site: http://www.elsevier.com
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A