Concreteness Fading in Mathematics and Science Instruction: a Systematic Review
Fyfe, Emily Reeves; McNeil, Nicole M.; Son, Ji Yun; Goldstone, Robert L.
2014
Keywords
mathematics educationscience instructionembodied learningabstract symbolsconceptual understanding
Concepts
ConcretenessEmbodied cognitionFadingMeaning (existential)Educational psychologyPerceptionMathematics educationComputer sciencePsychologyCognitive scienceCognitive psychologyEpistemologyMultimediaChannel (broadcasting)Artificial intelligenceTelecommunicationsPhilosophy
Citation
Fyfe, E R, Mcneil, N M, Son, J Y, Goldstone, R L (2014). Concreteness fading in mathematics and science instruction: a systematic review. Educational Psychology Review, 9--25 https://doi.org/10.1007/s10648-014-9249-3
Metadata
- Source
- Educational Psychology Review
- Domain
- Social Sciences
- Field
- Psychology
- Subfield
- Experimental and Cognitive Psychology
- Topic
- Visual and Cognitive Learning Processes
- Open access
- NOT Open Access
- Citation count
- 311
- Work ID
- W2167086899