What students notice can determine how effectively they transfer knowledge

January 1st, 2015 | RESEARCH

Lobato, Rhodehamel, and Hohensee investigated how learners “transferred” knowledge from one situation to another. They found that both individual cognition and the social organization of the class drove the learners’ process of selecting, interpreting, and working with particular features of mathematical information. They also found the social arrangements of the class influenced what pieces of information students noticed and focused on.

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Suzanne Perin, Author, University of Washington

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Audience: Educators | Teachers | Learning Researchers | Middle School Children (11-13) | Museum | ISE Professionals
Discipline: Mathematics
Resource Type: Research Brief | Research Products
Environment Type: Informal | Formal Connections | K-12 Programs