Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

By Taylor Martin, Daniel L. Schwartz. Cognitive Sciences, 2005

319 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/136f0217704d99b076029abfdb63ace04a16838e

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In Developmental and Educational Psychology

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Citations in the corpus

Using Concreteness in Education: Real Problems, Potential Solutions (2009, background): “For example, in a lesson on fractions, pizzas may be interpreted automatically as wholes that are divided into parts, so unlike fraction tiles, they may not offer children the opportunity to construct that knowledge through the co-evolution of mind and world (cf. Martin & Schwartz, 2005).”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, methodology): “Martin and Schwartz (2005) explain this finding in that pie wedges’ structure gives the learner a part-ofwholes-interpretation “for free,” presumably preventing children to learn how to make and interpret such groupings and whole structures by themselves.”
Inventing to Prepare for Future Learning: The Hidden Efficiency of Encouraging Original Student Production in Statistics Instruction (2004, background): “For example, Martin and Schwartz (2004) asked 9- to 10-year-old children to solve fraction equivalence problems like “indicate ¼ of 8.””
Is Mathematical Representation of Problems an Evidence-Based Strategy for Students With Mathematics Difficulties? (2016, methodology): “Although concrete (or enactive) manipulative materials have been used as a teaching tool in school mathematics, less attention has been given to the use of visual (pictorial) representations in mathematics instruction ( Martin & Schwartz, 2005).”
EFFICIENCY AND INNOVATION IN TRANSFER (2005, background): “A study by Martin and Schwartz (in press) provides an example of research that looks at different trajectories through the corridor and their effects on transfer.”
Embodiment for Education (2008, result): “These fi ndings are consistent with previous research that has demonstrated that the experience with different types of manipulatives can have differential effects on learning ( Chao et al., 2000 ; Martin & Schwartz, 2005 ).”
Cognitive Offloading. (2016, background): “The second general area in which research on cognitive offloading has important practical implications is education [11,24,73,74].”
When Theories Don't Add Up: Disentangling he Manipulatives Debate (2007, background): “Third, manipulatives tend to induce physical action, which has been shown to enhance memory and understanding ( Glenberg, Gutierrez, Levin, Japuntich, & Kaschak, 2004 ; Martin & Schwartz, 2005 ).”