RT Journal Article
T1 Teaching for near transfer: Is maths instruction aimed at schema formation and abstraction associated with pupils' ability to answer unfamiliar maths questions?
A1 Jerrim, Jonh
A1 López-Agudo, Luis Alejandro
A1 Sims, Sam
A1 Marcenaro-Gutiérrez, Óscar David
K1 Matemáticas
K1 Enseñanza
AB There has long been interest in education on the issue of “transfer” – the extent to which students can apply what they have been taught in school to solve related but novel problems or tasks. More recently, attention in this literature has turned to understanding whether certain teaching approaches are more likely to lead to transfer, such as integrating new learning with existing knowledge and comparing multiple cases with the same under-lying structure. Using data on 280,000 students in the 2019 TIMMS study, we investigate whether maths teaching that uses this approach is associated with primary students being able to solve mathematics problems that are not included on their country's national curriculum. We find no evidence that it does, which underlines the challenges involved in teaching for near, let alone far, transfer of academic skills.
PB Elsevier
YR 2024
FD 2024-12-12
LK https://hdl.handle.net/10630/36256
UL https://hdl.handle.net/10630/36256
LA eng
NO Jerrim, John et al. “Teaching for near Transfer: Is Maths Instruction Aimed at Schema Formation and Abstraction Associated with Pupils’ Ability to Answer Unfamiliar Maths Questions?” Learning and individual differences 118 (2025): 102609-.
NO This work has been partly supported by the Consejería de Innovación, Ciencia y Empresa de la Junta de Andalucía under PAIDI group SEJ-645; by the Universidad de Málaga under Research Project B1-2022_23; by the Fundación Ramón Areces; by the Fundación BBVA (PRISMAS Y PROBLEMAS) and by UKRI Economic and Social Research Council under grant number ES/W002914/1. Funding for open access charge: Universidad de Málaga/CBUA.
DS RIUMA. Repositorio Institucional de la Universidad de Málaga
RD 21 ene 2026