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Keywords = concreteness fading strategy

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23 pages, 7056 KiB  
Article
From Tiles to Worksheet: Exploring Concreteness Fading in Learning Vector Addition
by Yilang Zhao
Educ. Sci. 2024, 14(7), 730; https://doi.org/10.3390/educsci14070730 - 4 Jul 2024
Cited by 1 | Viewed by 1514
Abstract
Teaching vector addition seems challenging in secondary-level mathematics education. Vector addition requires both geometric and algebraic understandings, and the overreliance on abstract representations causes students difficulties in learning this complex mathematics skill. The concreteness fading framework is promising for effectively teaching complex mathematical [...] Read more.
Teaching vector addition seems challenging in secondary-level mathematics education. Vector addition requires both geometric and algebraic understandings, and the overreliance on abstract representations causes students difficulties in learning this complex mathematics skill. The concreteness fading framework is promising for effectively teaching complex mathematical topics in a progressive way. This study explores the contribution of concreteness fading to learning by implementing an instructional intervention for eighth graders on vector addition. Through a grounded theory method, this research reveals key concreteness fading mechanisms: (1) consistent design elements establish inter-task connections; (2) the fading task facilitates the co-building of operational and procedural knowledge; and (3) unfamiliar symbols within tasks promote mathematical sense-making. These findings suggest the potential for future studies to incorporate concreteness fading as a valuable strategy for enhancing the learning experience on complex mathematical subjects. Full article
(This article belongs to the Special Issue STEM Education: Creative Designs and Models)
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18 pages, 11843 KiB  
Article
Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms
by Hee-jeong Kim
Sustainability 2020, 12(6), 2211; https://doi.org/10.3390/su12062211 - 12 Mar 2020
Cited by 15 | Viewed by 4631
Abstract
Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study [...] Read more.
Conceptual understanding has been emphasized in the national curriculum and principles and standards across nations as it is the key in mathematical learning. However, mathematics instruction in classrooms often relies on rote memorization of mathematical rules and formulae without conceptual connections. This study considers the concreteness fading instruction strategy—starting with physical activities with manipulatives and gradually fading concreteness to access abstract concepts and representations—as a promising and sustainable instructional model for supporting students in accessing conceptual understanding in mathematics classrooms. The results from the case study support the validity of the concreteness fading framework in providing specific instructional strategies in each phase of concept development. This study implies the development of sustainable teacher education and professional development by providing specific instructional strategies for conceptual understanding. Full article
(This article belongs to the Section Sustainable Education and Approaches)
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