Examining surface features in context

Journal for Research in Mathematics Education

Volumn 40, Issue 2, 2009, Pages 94-96

  Jones, Matthew G ^a  

^a CALIFORNIA STATE UNIVERSITY   (United States)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 62749114748     PISSN: 00218251     EISSN: None     Source Type: Journal    
DOI: None     Document Type: Review

References (8)

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2. Carraher, T. N., Carraher, D. W., & Schliemann, A. D. (1987). Written and oral mathematics. Journal for Research in Mathematics Education, 18, 83-97.
3. Greer, B. (1997). Modelling reality in mathematics classrooms: The case of word problems. Learning and Instruction, 7, 293-307.
4. Jones, M. 0. (2009). Transfer, abstraction, and context. Journal for Research in Mathematics Education. 40, 80-89.
5. Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008a, April 25). The advantage of abstract exampies in learning math. Science, 320, 454-455. Retrieved April 30, 2008, from http://www.sciencemag.org/cgi/content/ full/320/5875/454
6. Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2008b, April 25). Supporting online material for The advantage of abstract examples in learning math. Retrieved April 30, 2008, from http://www.sciencemag.org/cgi/ content/full/320/5875/454/DC1
7. Kaminski, J. A., Sloutsky, V. M., & Heckler, A. F. (2009). Concrete instantiations of mathematics: A double-edged sword. Journal for Research in Mathematics Education, 40, 90-93.
8. McNeil, N. M., Uttal, D. H., Jarvin, L., & Sternberg, R. J. (in press). Should you show me the money? Concrete objects both hurt and help performance on mathematics problems. Learning and Instruction. Corrected proof retrieved October 27, 2008, using doi: 10.1 016/j.leaminstruc.2008.03.005