Are representations to be provided or generated in primary mathematics education? Effects on transfer

By Jan Terwel, Bert van Oers, I. V. van DIJK, P. van den Eeden. 2009

72 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/92a97010a58fbc19d4ac6dc1d5d78e62ccccf0bf

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

1. Manu Kapur
2. Bert van Oers
3. Nikol Rummel
4. Katharina Loibl
5. Katerine Bielaczyc

In Education

1. Manu Kapur
2. Bert van Oers
3. D. Nussbaumer
4. Nikol Rummel
5. Katharina Loibl
6. Ido Roll
7. Katerine Bielaczyc

In Human Factors and Ergonomics

1. Manu Kapur
2. Bert van Oers

Citations in the corpus

• Emergent mathematical thinking in the context of play (2010, background): “In the following sections, I shall describe how young children can get engaged in mathematical activities in the context of a play-based curriculum and review a number of empirical studies that were conducted in order to examine our theoretical assumptions in this regard.”
• Comparing Learning From Productive Failure and Vicarious Failure (2014, background): “For example, there is evidence that the process of generating RSMs helps students attend to the deep structure or critical features of the RSMs better than if they did not generate them, for example, working with canonical representations given by the teacher (Terwel et al., 2009).”