Teachers' Beliefs about Students' Generalization of Learning

Researchers in psychology and mathematics education have been conducting systematic investigations of students' generalization (or transfer) of learning since the beginning of the 20th century. However, we do not know how teachers, the people typically associated with student learning, think ab...

Full description

Saved in:
Bibliographic Details
Published inNorth American Chapter of the International Group for the Psychology of Mathematics Education
Main Author Diamond, Jaime Marie
Format Report
LanguageEnglish
Published North American Chapter of the International Group for the Psychology of Mathematics Education 2014
Subjects
Beliefs
Learning
Mathematical Concepts
Mathematics Teachers
Novelty (Stimulus Dimension)
Problem Solving
Self Concept
Student Attitudes
Teacher Attitudes
Transfer of Training
Urban Schools
California
Online AccessGet full text

Cover

More Information
Summary:Researchers in psychology and mathematics education have been conducting systematic investigations of students' generalization (or transfer) of learning since the beginning of the 20th century. However, we do not know how teachers, the people typically associated with student learning, think about this phenomenon. This study, thus, identified teachers' beliefs about students' generalization of learning. Five categories of teacher beliefs were identified, highlighting the importance of bringing teachers into the ongoing transfer conversation as the categories identified both extend current conceptualizations of transfer into the domain of mathematics education and identify new beliefs regarding students' transfer of learning. [For the complete proceedings, see ED597799.]