“Concreteness fading” promotes transfer of mathematical knowledge

McNeil, Nicole M.; Fyfe, Emily R.

doi:10.1016/j.learninstruc.2012.05.001

Cited by 115 publications

(82 citation statements)

References 45 publications

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“…Dalam memahami dunia sekitarnya siswa belajar melalui simbolsimbol bahasa, logika, matematika dan sebagainya (McNeil& Fyfe, 2012).…”

Section: Analisis Dataunclassified

Pengembangan Bahan Ajar Matematika Berbentuk Leaflet Berbasis Kemampuan Kognitif Siswa Berdasarkan Teori Bruner

Winarso¹,

Yuliyanti²

2017

JIPM

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AbstrakBanyak siswa yang kurang tertarik dengan matematika. Oleh karena itu, inovasi menjadi penting agar pembelajaran matematika dapat dikemas secara menarik. Salah satu inovasi adalah pengembangan bahan ajar untuk menciptakan bahan ajar dalam bentuk selebaran. Tujuan dari penelitian ini adalah untuk mengembangkan materi pengajaran leaflet pada mata pelajaran kubus dan balok berdasarkan kemampuan kognitif siswa berdasarkan teori Bruner. Tahap kognitif Bruner menunjukkan bahwa ada tiga tahap enaktif, ikonik dan simbolis. Metode penelitian yang digunakan peneliti adalah metode penelitian dan pengembangan. Model yang digunakan adalah pengembangan desain menurut Sugiyono, terdiri dari identifikasi masalah, pengumpulan data, persiapan bahan ajar, validasi desain, revisi desain, pengujian produk, revisi produk, pengujian utilitas. Aspek penilaian yang digunakan adalah penilaian produk oleh para ahli, tes kemampuan kognitif siswa berdasarkan teori Bruner dan lembar tanggapan siswa. Dalam penilaian produk terdiri dari konten layak, tampilan, bahasa, dan kelengkapan komponen. Kata Kunci: Leaflet; Teori Bruner; Matematika AbstractMany students who are less interested in math. Therefore, innovation becomes important so that math learning can be attractively packaged. One of innovation is a development of teaching materials to create teaching materials in the form of the leaflet. The purpose of this study is to develop leaflet teaching materials on the subjects of cube and beam based on student's cognitive abilities referred Bruner's theory. Bruner's cognitive stage of the theory that there are three stages enaktif, iconic and symbolic. A research method that used by researcher is research method and development. The model used is the design development according to Sugiyono, consists of problem identification, data collection, preparation of teaching materials, design validation, design revisions, product testing, product revision, utility testing. Aspects of assessment used were the product assessment by experts, cognitive ability tests students based on the theory of Bruner and student response sheet. In the product assessment consist of worthiness content, display, language, and completeness of the component

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“…Dalam memahami dunia sekitarnya siswa belajar melalui simbolsimbol bahasa, logika, matematika dan sebagainya (McNeil& Fyfe, 2012).…”

Section: Analisis Dataunclassified

Pengembangan Bahan Ajar Matematika Berbentuk Leaflet Berbasis Kemampuan Kognitif Siswa Berdasarkan Teori Bruner

Winarso¹,

Yuliyanti²

2017

JIPM

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“…In both problems, the superficial details were very different, but the deep structure of the problems was identical. The research on concreteness fading described by Fyfe, McNeil, Son, and Goldstone originated from math and science studies examining learner ability to solve analogous problems (Braithwaite and Goldstone 2013;McNeil and Fyfe 2012) after a period of studying problems that differ in superficial characteristics (i.e., perceptual qualities) yet contain the same deep structure. Belenky and Schalk offer a related set of explanations in relation to the groundedness of external representations, with idealized representations expected to facilitate transfer more so than grounded representations.…”

Section: Transfer Of Learningmentioning

confidence: 99%

Future Directions for Theory and Research with Instructional Manipulatives:Commentary on the Special Issue Papers

Marley

Carbonneau

2014

Educ Psychol Rev

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“…In this study, given that the initial learning of a fundamental mathematical idea is situated in a word problem context, we expect PTs to develop a particular type of SCK skill, reasoning from concrete to abstract, which is well supported by the literature (Goldstone and Son 2005;McNeil and Fyfe 2012;Pashler et al 2007). However, the PTs demonstrated difficulties in using this intended representational sequence.…”

Section: Discussionmentioning

confidence: 74%

“…Recent research particularly stresses a sequence of fading from concrete into abstract (also called "concreteness fading," Goldstone and Son 2005). This representational sequence is well aligned with how students learn and has been found to be effective in supporting both learning and transfer (Goldstone and Son 2005;McNeil and Fyfe 2012).…”

Section: Specialized Content Knowledgementioning

confidence: 99%

Developing preservice elementary teachers’ specialized content knowledge: the case of associative property

Ding

2016

IJ STEM Ed

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Background: Specialized content knowledge (SCK) is a type of mathematical content knowledge specifically needed for teaching. This type of knowledge, although serving as a critical component for preservice teacher education, is often challenging to develop with preservice elementary teachers (PTs). The purpose of this study is to investigate PTs' development of SCK for teaching fundamental mathematical ideas in a university methods course. Focusing on the case of the associative property (AP) of multiplication, the author as the course instructor identified three instructional opportunities (a formal introduction and two delayed revisits) to stress two SCK components, representations, and explanations. PTs' learning progresses were assessed through three diagnostic tests (a pretest, a mid-term exam, and a final exam) and two prompts, which informed the upcoming lesson design. Meanwhile, the course instructor conducted ongoing reflections on PTs' learning, which also informed the corresponding lessons.

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“Concreteness fading” promotes transfer of mathematical knowledge

Cited by 115 publications

References 45 publications

Pengembangan Bahan Ajar Matematika Berbentuk Leaflet Berbasis Kemampuan Kognitif Siswa Berdasarkan Teori Bruner

Pengembangan Bahan Ajar Matematika Berbentuk Leaflet Berbasis Kemampuan Kognitif Siswa Berdasarkan Teori Bruner

Future Directions for Theory and Research with Instructional Manipulatives:Commentary on the Special Issue Papers

Developing preservice elementary teachers’ specialized content knowledge: the case of associative property

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