Quantitative reasoning in a reconceived view of transfer

By Joanne Lobato, Daniel K. Siebert. 2002

165 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

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Citations in the corpus

Explanation in Human-AI Systems: A Literature Meta-Review, Synopsis of Key Ideas and Publications, and Bibliography for Explainable AI (2019, background): “Rather, the effect of learning and experience across multiple types of problems may be to expand the learner's repertoire of reasoning strategies (Lobato and Siebert, 2002).”
Adaptive Skill as the Conditio Sine Qua Non of Expertise (2018, background): “It can sometimes appear as if there is no transfer of knowledge or skill, when in fact what has transferred is an enhanced ability to learn when confronted with new kinds of problems (Lobato & Siebert, 2002).”
Design Research in Education: Yes, but is it Methodological? (2004, background): “For example, one of the touchstones for judging progress in a teaching experiment on the psychological concept of learning transfer was students’ constructions of mathematical concepts (e.g., Lobato & Siebert, 2002; Lobato & Thanheiser, 2002).”
Together yet separate: Students’ associating amounts of change in quantities involved in rate of change (2015, background): “However, students do not necessarily reason about ratio and rate as multiplicative relationships (e.g., Lamon, 2007; Lobato & Siebert, 2002; Thompson, 1994).”
A Taxonomy for Categorizing Generalizations: Generalizing Actions and Reflection Generalizations (2007, background): “Their attention to this pair in every gear rotation table, in combination with other studies showing that students reasoning in speed situations do not behave this way (Lobato & Siebert, 2002; Lobato & Thanheiser, 2000, 2002), suggests the influence of prior activity on the new problem.”
The Actor-Oriented Transfer Perspective and Its Contributions to Educational Research and Practice (2012, methodology): “Our subsequent design-based instructional approach focused on isolating the attribute to be measured and constructing slope as a ratio to measure the particular attribute (Lobato & Siebert, 2002 ; Lobato & Thanheiser, 2002; Olive & Lobato, 2008 ).”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, background): “Other researchers have looked for indications that students have been influenced by previous activities by examining how they construe situations as similar to the earlier activity (Lobato, 2003 , 2012 /this issue; Lobato & Seibert, 2002 ).”
Alternative Perspectives on the Transfer of Learning: History, Issues, and Challenges for Future Research (2006, methodology): “ Lobato and Siebert (2002) documented a case study in which a 438 LOBATO”
Secondary mathematics teachers’ meanings for measure, slope, and rate of change (2017, background): “Other researchers have also found that students’ and teachers’ difficulties with multiplicative situations are due to a lack of orientation to reason about the measures of the quantities in the problem (Lobato & Siebert, 2002; Simon & Blume, 1994a, 1994b).”
A Transfer-in-Pieces Consideration of the Perception of Structure in the Transfer of Learning (2010, background): “Rather than treat the problem of representation as prior to the perception of similarity as IP models do, Lobato and Siebert (2002) emphasized the active role that individuals play in producing or constructing connections across their experiences.”
Sameness and Difference in Transfer (2006, methodology): “But with Lobato’s (2003) idea as the point of departure, Lobato and Siebert (2002) chose another option for investigating possible occurrence of transfer.”
“Noticing” as an Alternative Transfer of Learning Process (2012, background): “…how novices generalize their learning experiences, even if this leads to incorrect performance, rather than restricting their investigation to expert connections between learning and transfer situations (Lobato & Siebert, 2002; Rebello, Cui, Bennett, Zollman, & Ozimek, 2007; Wagner, 2006, 2010).”
Authoritative, Accountable Positioning and Connected, General Knowing: Progressive Themes in Understanding Transfer (2006, background): “Schoenfeld (1998), citing research by Lobato, likened this kind of knowing in mathematics to knowing in the domain of cooking by people who can successfully create combinations of ingredients and prepare dishes that are not specified in a cookbook.”
Covariational reasoning among U.S. and South Korean secondary mathematics teachers (2017, unknown): “Students’ ability to reason covariationally supports their understanding of: • proportion (Karplus, Pulos, & Stage, 1979; Karplus, Pulos, & Stage, 1983; Lobato & Siebert, 2002), • rate of change and linearity (Adu-Gyamfi& Bossé, 2014; Castillo-Garsow, 2013; Confrey, 1994; Herbert & Pierce, 2012;…”
Student connections among counting problems: an exploration using actor-oriented transfer (2011, background): “Lobato and Siebert (2002) and Lave (1988) offer more detailed accounts of these critiques.”