Explicitly Teaching for Transfer: Effects on Third-Grade Students' Mathematical Problem Solving.

By Lynn S. Fuchs, Douglas Fuchs, K. Prentice, M. Burch, C. Hamlett, Rhoda Owen, Michelle K. Hosp, Deborah Jancek. 2003

213 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/a4a54f59ca818c2c57dd600cad56429f10e470f3

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In Developmental and Educational Psychology

In Education

In Statistics and Probability

Citations in the corpus

“Noticing” as an Alternative Transfer of Learning Process (2012, background): “In addition, the formation of sufficiently abstract representations is a necessary condition for transfer, in which abstraction is conceived as a process of decontextualization (Fuchs et al., 2003; Gentner, 1983; Singley & Anderson, 1989).”
The Effect of Explicit and Direct Generative Strategy Training and Working Memory on Word Problem-Solving Accuracy in Children at Risk for Math Difficulties (2014, background): “Also, because warm-up activities related to calculation have been found effective in problem-solving interventions, this component was also included in all strategy training sessions (e.g., Fuchs et al., 2003).”
Principles for the Prevention and Intervention of Mathematics Difficulties (2001, background): “For example, Fuchs, Fuchs, Prentice, Burch, Hamlett, Owens, Hosp, and Jancek (2000) experimented with methods to promote transfer of math problem-solving skills to novel contexts.”
Alternative Perspectives on the Transfer of Learning: History, Issues, and Challenges for Future Research (2006, background): “According to Fuchs et al. (2003), abstractions “delete details across exemplars … and avoid contextual specificity so they can be applied to other instances or across situations” (p. 294).”
Framing Interactions to Foster Generative Learning: A Situative Explanation of Transfer in a Community of Learners Classroom (2006, background): “Finally, I consider thedegree towhichstudents either comparedexamples to construct relevant generalizations (e.g., Chen & Daehler, 2000; Fuchs et al., 2003; Gick & Holyoak, 1980, 1983; Loewenstein et al., 1999; Salomon & Perkins, 1989) or in some other way created a generalization and linked it…”
Development of Mathematical Understanding. (2007, background): “, based on problem type) between familiar and novel problems (Fuchs et al., 2003).”
Progress Monitoring Measures in Mathematics (2007, unknown): “…examined a problem-solving performance assessment that represented core skills within the grade-level instructional curriculum (Fuchs et al., 2000; Fuchs et al., 2003); a single study relied on a sampling of word problems from the instructional curriculum (Jitendra, Sczesniak, & DeatlineBuchman,…”