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Research Brief

What students notice can determine how effectively they transfer knowledge

January 1, 2015 | Informal/Formal Connections
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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    Author
    University of Washington
  • Citation

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

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