Should you show me the money? Concrete objects both hurt and help performance on mathematics problems

By Nicole M. McNeil, David H. Uttal, Linda Jarvin, Robert J. Sternberg. 2009

172 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/7aba5a9238350ea9ad3db0772ab398bd20bf9f02

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. Nicole M. McNeil
2. Martha W. Alibali
3. Emily R. Fyfe
4. Robert L. Goldstone
5. Pooja Gupta Sidney
6. Samuel B. Day
7. Jennifer Cooper
8. Bethany Rittle-Johnson

In Experimental and Cognitive Psychology

1. Robert L. Goldstone
2. Martha W. Alibali
3. Emily R. Fyfe
4. Nicole M. McNeil
5. Pooja Gupta Sidney
6. Samuel B. Day
7. Jennifer Cooper
8. P. P. Shein

In Statistics and Probability

1. Martha W. Alibali
2. Nicole M. McNeil
3. Pooja Gupta Sidney
4. Emily R. Fyfe
5. Robert L. Goldstone
6. Samuel B. Day
7. Bethany Rittle-Johnson
8. Ana C. Stephens

Citations in the corpus

• The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning (2012, background): “Metzger, W. (1936). Gesetze des Sehens [Laws of seeing]. Frankfurt, Germany: Waldemar Kramer. Mitchell, D. B. (2006). Nonconscious priming after 17 years.”
• Who Benefits from Diagrams and Illustrations in Math Problems? Ability and Attitudes Matter (2018, background): “Similarly, McNeil et al. (2009) found that when children solved word problems about money, perceptually sparse money representations were more beneficial than perceptually rich ones.”
• “Concreteness fading” promotes transfer of mathematical knowledge (2012, background): “dating back to Montessori (1917), Bruner (1966) and Piaget (1970).”