“Concreteness fading” promotes transfer of mathematical knowledge

By Nicole M. McNeil, Emily R. Fyfe. 2012

142 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/970f23fadaff187ead1588745c50551fefb12bad

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 Experimental and Cognitive Psychology

Citations in the corpus

The Effects of Idealized and Grounded Materials on Learning, Transfer, and Interest: An Organizing Framework for Categorizing External Knowledge Representations (2014, background): ““concreteness fading” approach, which suggests that learners should initially be presented with grounded representations that are then faded, stepwise or continuously, into more idealized representations (e.g., Fyfe et al. 2014/this issue; Goldstone and Son 2005; McNeil and Fyfe 2012).”
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, methodology): “For example, McNeil and Fyfe (2012) had undergraduates learn modular arithmetic in one of three conditions: concrete, in which the concept was presented using meaningful images; abstract, in which the concept was presented using arbitrary, abstract symbols; or concreteness fading, in which the…”
Concrete-Pictorial-Abstract: Surveying its origins and charting its future (2015, background): “More recently, McNeil & Fyfe (2012) reported on the positive effects of fading on the transfer performance for a sample of undergraduates learning group theory.”
Transition from concrete to abstract representations: the distributive property in a Chinese textbook series (2014, methodology): “This finding enriches existing theories, including the concreteness fading method, that mainly suggest starting with physical manipulations but not word problems (Bruner, 1966; Goldstone & Son, 2005; McNeil & Fyfe, 2012; Piaget, 1952).”
Eight Ways to Promote Generative Learning (2016, background): “In math instruction, one promising remedy is to use concreteness fading (Fyfe et al. 2014; McNeil and Fyfe 2012).”
Putting fractions together. (2020, background): “The present study with children joins previous successful implementations of concreteness fading with adults for instruction in combinatorics (Braithwaite & Goldstone, 2013), modular arithmetic (McNeil & Fyfe, 2012), and complex systems concepts (Goldstone & Son, 2005).”
An Embedded and Embodied Cognition Review of Instructional Manipulatives (2014, background): “…too far when there is too much emphasis on the concrete, it has recently been shown that such a symbolic leap may sometimes best unfold in steps, fading concreteness into abstract forms (Fyfe et al. 2014; Goldstone and Son 2005; cf. Johnson et al. 2014; McNeil and Fyfe 2012; Scheiter et al. 2010).”