Abstract or concrete examples in learning mathematics? A replication and elaboration of Kaminski, Sloutsky, and Heckler’s study

By Dirk De Bock, J. Deprez, W. Van Dooren, M. Roelens, Lieven Verschaffel. 2011

89 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/752d9f3c6c0feb93911f22327ee02db6cbbbda41

How researchers see this paper

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

In Education

1. Tamara van Gog
2. Fred Paas
3. M. Stephan
4. Wim T. J. L. Pouw
5. Didem Akyuz
6. John Sweller
7. J. V. van Merriënboer
8. Paul A. Kirschner

In Statistics and Probability

1. M. Stephan
2. Fred Paas
3. Wim T. J. L. Pouw
4. Tamara van Gog
5. Didem Akyuz

Citations in the corpus

• An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “The third stream of research seems to be on par with the moderate view that transfer of learning is hampered by perceptual richness (De Bock et al. 2011; Goldstone and Sakamoto 2003; Goldstone and Son 2005; Kaminski et al. 2008; 2009a, b; 2013; Sloutsky et al. 2005).”
• A Proposed Instructional Theory for Integer Addition and Subtraction (2012, background): “In addition, many researchers question whether students transfer their knowledge from the contextual world to other situations (Kaminski et al., 2008; De Bock et al., 2011) and so might question whether integers, given their abstract nature, should be grounded in abstract contexts instead.”