A Theory of Physically Distributed Learning: How External Environments and Internal States Interact in Mathematics Learning

By Taylor Martin. 2009

63 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/413289ee22b52bc3d604dd5aa1d36636d0978b83

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In Developmental and Educational Psychology

In Education

Citations in the corpus

“Concreteness fading” promotes transfer of mathematical knowledge (2012, methodology): “2005), and enabling students to construct their own knowledge of abstract concepts (Brown, McNeil, & Glenberg, 2009; Martin, 2009; Smith, 1996).”
What Makes Mathematics Manipulatives Effective? Lessons From Cognitive Science and Montessori Education (2015, background): “…of physically distributed learning suggest that using the same or similar manipulatives to repeatedly solve problems leads to a deeper understanding of the relation between the physical material and the abstract concept because it allows for an understanding of the two to coevolve (Martin, 2009).”
Motivating Children to Learn Effectively: Exploring the Value of Intrinsic Integration in Educational Games (2011, background): “Moreover, because children must engage mathematically with the skeletons in order to solve the problems there is no sense in which the environment is „doing the work‟ for them (e.g. Martin, 2009).”
Using Concreteness in Education: Real Problems, Potential Solutions (2009, background): “Although learning environments must have some structure, Martin (2009) warns that too much structure can be constraining.”
Transfer of Mathematical Knowledge: The Portability of Generic Instantiations (2009, background): “As noted by other authors in this issue (e.g., Martin, 2009; Uttal & McNeil, 2009), there is a widespread belief in the education community that concrete instantiations benefit the learning of abstract concepts.”
Dual Representation and the Linking of Concrete and Symbolic Representations (2009, background): “This interpretation of Martin’s (2009) results is also consistent with earlier work on the effectiveness of manipulatives in helping children learn mathematics.”
Chinese Number Words, Culture, and Mathematics Learning (2010, background): “It is, in fact, the teachers’ guidance in using manipulatives that is considered critical in mathematics learning (Martin, 2009; Sarama & Clements, 2009), and further research can investigate cultural differences in teachers’ guidance in the use of manipulatives and its relationship to early mathema”