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Concreteness Fading in Mathematics and Science Instruction: a Systematic Review · Study

ReviewConcreteness Fading in Mathematics and Science Instruction: a Systematic Review

Emily R. Fyfe2014

Review2014

Concreteness Fading in Mathematics and Science Instruction: a Systematic Review

Emily R. Fyfe · Nicole M. McNeil · Ji Yun Son · Robert L. Goldstone

316 citations·0/0 files stored·Educational Psychology Review

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Visual and Cognitive Learning Processes Mathematics Education and Teaching Techniques Cognitive and developmental aspects of mathematical skills

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References

1981Categorization and Representation of Physics Problems by Experts and Novices*1966Toward a Theory of Instruction 1983Schema induction and analogical transfer 2004Should There Be a Three-Strikes Rule Against Pure Discovery Learning?1971Science of Education and the Psychology of the Child 2006DeFT: A conceptual framework for considering learning with multiple representations 1978Aptitudes and Instructional Methods: A Handbook for Research on Interactions 2006THE ACT OF DISCOVERY

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Details

Year2014

Typereview

Published2014-01-13

VenueEducational Psychology Review

ISSN-L1040-726X

Languageen

Citations316

Files0 public / 0

ShelfVisual and Cognitive Learning Processes

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doi10.1007/s10648-014-9249-3

openalex_workW2167086899

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Learning as a Generative Activity: Eight Learning Strategies that Promote Understanding

2018Making “concreteness fading” more concrete as a theory of instruction for promoting transfer

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