How Mathematics Propels the Development of Physical Knowledge

By Daniel L. Schwartz, Taylor Martin, Jay Pfaffman. 2005

61 citations recorded by the source corpus.

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

View Paper: https://www.semanticscholar.org/paper/c217131eb6d504bf71485ec22be4ff1a7c67f803

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. Fred Paas
2. J. V. van Merriënboer
3. Liesbeth Kester
4. Tamara van Gog
5. John Sweller
6. Daniel L. Schwartz
7. Catherine C. Chase
8. Doris B. Chin

In Education

1. J. V. van Merriënboer
2. Fred Paas
3. Liesbeth Kester
4. Catherine C. Chase
5. Daniel L. Schwartz
6. Doris B. Chin
7. Marily A. Oppezzo
8. Manu Kapur

In Statistics and Probability

1. Fred Paas
2. Catherine C. Chase
3. J. V. van Merriënboer
4. Liesbeth Kester
5. Daniel L. Schwartz
6. Manu Kapur
7. James G. Greeno

Citations in the corpus

• Practicing versus inventing with contrasting cases: The effects of telling first on learning and transfer. (2011, background): “Schwartz, Martin, and Pfaffman (2005), for example, found that children who were asked to give verbal explanations to balance scale problems did not learn to relate the dimensions of weight and distance.”
• Teaching complex rather than simple tasks: balancing intrinsic and germane load to enhance transfer of learning (2006, methodology): “Pollock, Chandler, and Sweller (2002) and Clarke, Ayres, and Sweller (2005) considered mathematical learning tasks and found that, especially for low-expertise learners and high-element interactivity materials, first presenting isolated elements and only then the interacting elements yields higher t”