Transfer of Learning Across Cultural Practices

Saxe, Geoffrey B.

doi:10.1207/s1532690xci0604_3

Cited by 9 publications

(5 citation statements)

References 9 publications

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“…These results significantly expand the knowledge about transfer ability presented in previous studies (e.g., Bassok & Holyoak, 1989;McCarthy et al, 1995;Perkins & Salomon, 1988;Robertson, 2000;Saxe, 1989). A common measure of transfer is the difference in time required to learn a new task for participants with certain prior mathematical experience, as opposed to other participants who possibly lack this experience (e.g., Brown & Kane, 1988).…”

Section: Prior Mathematical Knowledge (Pmk)supporting

confidence: 76%

“…Transfer is typically conceptualized as a process of generalizing previous learning, matching cognitive patterns, or aligning prior cognitive forms to new mathematical problems or new contexts and contents (Saxe, 1989;White & Frederiksen, 1998). There are several different types of transfer: rules, skills, knowledge, and cognitive styles.…”

Section: Theoretical Backgroundmentioning

confidence: 99%

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Transfer from structured to open-ended problem solving in a computerized metacognitive environment

Kapa

2007

Learning and Instruction

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Section: Prior Mathematical Knowledge (Pmk)supporting

confidence: 76%

Section: Theoretical Backgroundmentioning

confidence: 99%

Transfer from structured to open-ended problem solving in a computerized metacognitive environment

Kapa

2007

Learning and Instruction

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“…Insofar as many of these experiences are life transforming, they have a developmental nature to them along with some notion of telos or progress. The developmental constitution of the phenomenon has also been noted by Saxe (1989Saxe ( , 1991.…”

Section: Expanding the Phenomenon Of Concernmentioning

confidence: 70%

Chapter 4: Consequential Transitions: A Sociocultural Expedition Beyond Transfer in Education

Beach

1999

Review of Research in Education

113

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I would normally avoid using a standard English dictionary definition to begin an intelligent conversation about almost anything, let alone introduce an entire chapter with one. However, our everyday use of the term transfer has a powerful metaphorical bearing on how we, as educators and social scientists who also happen to lead everyday lives, think about learning transfer. The American Heritage Dictionary (1976) defines transfer as follows.transfer (tr~tns-ffir', t r~s ' f e r ) v. -ferred, -ferring, -fers. --tr. 1. To convey or shift from one person or place to another. 2. To make over the possession or legal title of to another. 3. To convey (a drawing, pattern, mural, or design) from one surface to another. --i n t r . I. To move oneself, as from one location,job, or school to another. 2. To change from one airplane, bus, or other carrier to another.Transfer involves the movement of a person, a transaction, or an object from one place and time to another in our daily lives. As a construct in educational psychology, it refers to the appearance of a person carrying the product of learning from one task, problem, situation, or institution to another. It is here that the metaphor begins to break down. Transfer is distinguished from run-of-the-mill learning by virtue of its distinct tasks and situations, yet it does not include the genesis of tasks and situations as a part of the process. Transfer is necessarily a part of our moment-to-moment lives, yet seems difficult to study and even more difficult to foster intentionally. This irony is not lost on Shweder (1980), who notes that the "everyday mind accomplishes a very difficult task. It looks out at [the] behavioral world of complex, context-dependent interaction effects and insubstantial correlations among events, yet it perceives continuities, neat clusters, and simple regularities" (p. 77).However, the important educational issues and phenomena that underlie transfer do not dissipate with the metaphor or with irony. This chapter is an expedition 101

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“…8 La consecuencia didáctica de esta visión tal y como muestran estudios anteriores (Plaza y colaboradores, 2004) es que estas seis mujeres suelen preferir estrategias de resolución concretas e inmediatas, antes que cadenas de razonamientos abstractos, para resolver actividades de matemáticas. Existe abundante bibliografía sobre este tipo de métodos no académicos para resolver problemas en la vida cotidiana, generalmente en el caso de niños o jóvenes (Carraher, Carraher, Schliemann, 1982;Saxe, 1989). Este estudio corrobora dicha conclusión para el caso de las personas adultas y abre la posibilidad de buscar formas desde la didáctica para revertir en las prácticas educativas la experiencia que las personas adultas han obtenido de manera informal.…”

Section: Las Matemáticas: Lo Primero Es Entenderlasunclassified

La enseñanza de las matemáticas a personas adultas desde un enfoque didáctico basado en el aprendizaje dialógico

Díez-Palomar¹

2009

ensciencias

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Este artículo aborda la enseñanza de las matemáticas a personas adultas. La investigación previa existente muestra que los adultos aprendemos de manera diferente a como lo hacen los niños. El contexto, el papel que juega la experiencia acumulada durante la vida, y la capacidad que todas las personas tenemos para aplicar las matemáticas en nuestras vidas son elementos que deben ser considerados al enseñar matemáticas en las escuelas de adultos. En este artículo se discute una investigación que estudia cómo un grupo de mujeres explican cómo entienden las matemáticas, cómo se autodefinen con relación a ellas, y qué consecuencias educativas tiene eso sobre su propio aprendizaje. Se concluye que la creación de espacios de diálogo igualitarios contribuye a abrir posibilidades de aprendizaje para estas mujeres.

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Transfer of Learning Across Cultural Practices

Cited by 9 publications

References 9 publications

Transfer from structured to open-ended problem solving in a computerized metacognitive environment

Transfer from structured to open-ended problem solving in a computerized metacognitive environment

Chapter 4: Consequential Transitions: A Sociocultural Expedition Beyond Transfer in Education

La enseñanza de las matemáticas a personas adultas desde un enfoque didáctico basado en el aprendizaje dialógico

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