Teaching the Conceptual Structure of Mathematics

By Lindsey E. Richland, James W. Stigler, Keith J. Holyoak. 2012

225 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/6b888ed69dede9ae5bb941490f7604afd3314cc8

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

Defining and measuring conceptual knowledge in mathematics (2014, background): “For example, Richland, Stigler, and Holyoak (2012) defined conceptual knowledge as “attainment of an expertlike fluency with the conceptual structure of a domain” (p. 190).”
Introduction to “New Conceptualizations of Transfer of Learning” (2012, unknown): “…between surface features (Chi & VanLehn, 2012/this issue), invention-based training (Schwartz et al., 2012/this issue), comparison-based training (Richland et al., 2012/this issue), actor-oriented approaches (Lobato, 2012/this issue), taking advantage of well-grounded perception and action…”
Knowledge to Go: A Motivational and Dispositional View of Transfer (2012, background): “Among others, the work of Richland, Stigler, and Holyoak ( 2012 /this issue) reminds us that transfer includes not just fruitful transfers missed but unfruitful ones made.”
How Does Expansive Framing Promote Transfer? Several Proposed Explanations and a Research Agenda for Investigating Them (2012, background): “Students’ classes are often framed as being completely separate from one another such that they are considered to involve completely different people, be about disconnected topics (cf. Richland et al., 2012/this issue), and happen in distinct places and times.”
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series (2014, background): “Interestingly, while Richland et al. (2012) found that East Asian classrooms use visual representations as cognitive supports for effective comparison, we found that Chinese textbooks constantly use comparison as a critical aid to facilitate representational transition.”
A Case for Domain-Specific Curiosity in Mathematics (2019, background): “As such, students often associate procedural knowledge, including rote memorization of rules to be applied, with mathematics (Givvin et al. 2011; Richland et al. 2012).”
Resisting Overzealous Transfer: Coordinating Previously Successful Routines With Needs for New Learning (2012, background): “Richland, Stigler, and Holyoak ( 2012 /this issue) argue that an overuse of T&P in U.”
The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations (2014, background): “Also, in mathematics, it is important that learners develop flexibility in the use of mathematics principles given their broad applicability (Richland et al. 2012).”
Comparing Four Instructional Techniques for Promoting Robust Knowledge (2015, background): “Practice is often incorporated into instruction in math and science classes in the form of problem-solving activities (Richland et al. 2012).”