Making “concreteness fading” more concrete as a theory of instruction for promoting transfer
暂无分享,去创建一个
[1] David W. Carraher,et al. Mathematics in the streets and in schools , 1985 .
[2] Mitchell J. Nathan,et al. The Real Story Behind Story Problems: Effects of Representations on Quantitative Reasoning , 2004 .
[3] Michelle Perry,et al. Activation of Real-World Knowledge in the Solution of Word Problems , 1989 .
[4] F. Saussure,et al. Course in General Linguistics , 1960 .
[5] Karl S. Rosengren,et al. The Credible Shrinking Room: Very Young Children's Performance With Symbolic and Nonsymbolic Relations , 1997 .
[6] R. Arnheim. Art and visual perception: A psychology of the creative eye, New version , 1955 .
[7] John R. Anderson,et al. Illustrating Principled Design: The Early Evolution of a Cognitive Tutor for Algebra Symbolization , 1998, Interact. Learn. Environ..
[8] Kenneth R. Koedinger,et al. An Investigation of Teachers' Beliefs of Students' Algebra Development , 2000, Cognition and Instruction.
[9] Erin Ottmar,et al. Concreteness Fading of Algebraic Instruction: Effects on Learning , 2017 .
[10] Kira J. Carbonneau,et al. A meta-analysis of the efficacy of teaching mathematics with concrete manipulatives , 2013 .
[11] Michael P. Kaschak,et al. Activity and Imagined Activity Can Enhance Young Children's Reading Comprehension. , 2004 .
[12] Eleanor Rosch,et al. Principles of Categorization , 1978 .
[13] Nicole M. McNeil,et al. Should you show me the money? Concrete objects both hurt and help performance on mathematics problems , 2009 .
[14] L. Barsalou. Grounded cognition. , 2008, Annual review of psychology.
[15] Martha W. Alibali,et al. Building Cohesion Across Representations: A Mechanism for STEM Integration , 2013 .
[16] F. Paas,et al. Cognitive Architecture and Instructional Design , 1998 .
[17] Koen Veermans,et al. Exploring the effects of concreteness fading across grades in elementary school science education , 2018 .
[18] Mitchell J. Nathan. Rethinking Formalisms in Formal Education , 2012 .
[19] Candace Walkington,et al. A comparison of symbol -precedence view in investigative and conventional textbooks used in algebra courses , 2016 .
[20] Lieven Verschaffel,et al. Symbolizing, modeling and tool use in mathematics education , 2002 .
[21] Emily R. Fyfe,et al. Benefits of "concreteness fading" for children's mathematics understanding * , 2015 .
[22] Robert L. Goldstone,et al. The Transfer of Scientific Principles Using Concrete and Idealized Simulations , 2005, Journal of the Learning Sciences.
[23] Jon R. Star,et al. The Power of Comparison in Learning and Instruction: Learning Outcomes Supported by Different Types of Comparisons , 2011 .
[24] Karin Schwab,et al. Toward A Theory Of Instruction , 2016 .
[25] David W. Carraher,et al. The Evolution of Mathematical Reasoning: Everyday versus Idealized Understandings , 2002 .
[26] K. Scherer,et al. How Seductive Details Do Their Damage : A Theory of Cognitive Interest in Science Learning , 2004 .
[27] Shaaron Ainsworth,et al. Examining the Effects of Different Multiple Representational Systems in Learning Primary Mathematics , 2002 .
[28] J. Piaget. Science of education and the psychology of the child , 1970 .
[29] Markku Niemivirta,et al. Predictors and outcomes of situational interest during a science learning task , 2013 .
[30] Emily R. Fyfe,et al. “Concreteness fading” promotes transfer of mathematical knowledge , 2012 .
[31] Vladimir M Sloutsky,et al. The Advantage of Abstract Examples in Learning Math , 2008, Science.
[32] Nicole M. McNeil,et al. Effects of perceptually rich manipulatives on preschoolers' counting performance: established knowledge counts. , 2013, Child development.
[33] Robert L. Goldstone,et al. Concreteness Fading in Mathematics and Science Instruction: a Systematic Review , 2014 .
[34] J. Deloache. Dual representation and young children's use of scale models. , 2000, Child development.
[35] Ferdinand de Saussure,et al. 1959[1906-1911]. Course in General Linguistics, translated by Wade Baskin, selected 114–117, 120–122. New York: Philosophical Library , 2014 .
[36] Ernest C. D. M. van Lieshout,et al. The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load , 2009 .
[37] Meixia Ding,et al. Transition from concrete to abstract representations: the distributive property in a Chinese textbook series , 2014 .
[38] H. Freudenthal. Didactical Phenomenology of Mathematical Structures , 1983 .
[39] Robert L. Goldstone,et al. Connecting instances to promote children's relational reasoning. , 2011, Journal of experimental child psychology.
[40] Robert L. Goldstone,et al. Integrating Formal and Grounded Representations in Combinatorics Learning , 2013 .
[41] Susan K. Peterson,et al. Teaching Learning Disabled Students Place Value Using the Concrete to Abstract Sequence. , 1988 .
[42] Kenneth R. Koedinger,et al. Trade-Offs Between Grounded and Abstract Representations: Evidence From Algebra Problem Solving , 2008, Cogn. Sci..
[43] Nathan Houser,et al. The Essential Peirce: Volume 2 , 2001 .
[44] R. Arnheim. Art and Visual Perception, a Psychology of the Creative Eye , 1967 .
[45] J. Deloache,et al. Manipulatives as symbols: A new perspective on the use of concrete objects to teach mathematics , 1997 .
[46] M. Chi,et al. The ICAP Framework: Linking Cognitive Engagement to Active Learning Outcomes , 2014 .
[47] Martin Reisslein,et al. Representation sequencing in computer-based engineering education , 2014, Comput. Educ..
[48] Endel Tulving,et al. Encoding specificity and retrieval processes in episodic memory. , 1973 .
[49] Vladimir M Sloutsky,et al. The cost of concreteness: the effect of nonessential information on analogical transfer. , 2013, Journal of experimental psychology. Applied.
[50] Gary Lupyan,et al. The Paradox of the Universal Triangle: Concepts, Language, and Prototypes , 2017, Quarterly journal of experimental psychology.
[51] Margaret Wilson,et al. Six views of embodied cognition , 2002, Psychonomic bulletin & review.
[52] R. A. Engle. Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom , 2006 .
[53] Robert L. Goldstone,et al. How abstract is symbolic thought? , 2007, Journal of experimental psychology. Learning, memory, and cognition.
[54] Daniel M. Belenky,et al. The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations , 2014 .
[55] Arthur C. Graesser,et al. Organizing Instruction and Study to Improve Student Learning. IES Practice Guide. NCER 2007-2004. , 2007 .
[56] J. Sherman,et al. Equivalence in symbolic and nonsymbolic contexts: Benefits of solving problems with manipulatives. , 2009 .
[57] S. Miller,et al. Using Evidence‐Based Practices to Build Mathematics Competence Related to Conceptual, Procedural, and Declarative Knowledge , 2007 .
[58] Daniel L. Schwartz,et al. Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts , 2005, Cogn. Sci..
[59] Susan P. Miller,et al. Fraction Instruction for Students with Mathematics Disabilities: Comparing Two Teaching Sequences , 2003 .
[60] Vladimir M. Sloutsky,et al. Transfer of Mathematical Knowledge: The Portability of Generic Instantiations , 2009 .
[61] Yvonne Kammerer,et al. The effects of realism in learning with dynamic visualizations , 2009 .
[62] K.P.E. Gravemeijer,et al. Preamble: From Models to Modeling , 2002 .
[63] Robert L. Goldstone,et al. Fostering general transfer with specific simulations , 2009 .