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Educational Psychologist Volume 47, 2012 - Issue 2
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Original Articles

Rethinking Formalisms in Formal Education

Mitchell J. Nathan Educational Psychology Department, Department of Psychology, and Department of Curriculum & Instruction, University of Wisconsin, Madison
Pages 125-148 | Published online: 23 Apr 2012

Citations (63)

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Shulamit Kapon & Maayan Schvartzer. (2024) Guided Inquiry into a Physics Equation. Cognition and Instruction 42:1, pages 159-206.
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Molly L. Kelton & Ricardo Nemirovsky. (2023) Politics and aesthetics of museum mathematics: the dissensual curriculum of early 21st century mathematics exhibitions. Journal of Curriculum Studies 55:1, pages 82-104.
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Candace Walkington, Matthew Bernacki, Min Wang, Brooke Istas & Meghan Greene. (2022) Posing mathematics problems about STEM careers: problem quality, scaffolds, and problem solving. International Journal of Mathematical Education in Science and Technology 0:0, pages 1-34.
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Cesar Botetano & Dor Abrahamson. (2022) The Botetano arithmetic method: introduction and early evidence. International Journal of Mathematical Education in Science and Technology 53:2, pages 516-534.
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Emily R. Fyfe & Mitchell J. Nathan. (2019) Making “concreteness fading” more concrete as a theory of instruction for promoting transfer. Educational Review 71:4, pages 403-422.
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Michael Tan. (2018) Why STEM? Why now? Educating for technologies, or technologies for education?. Learning: Research and Practice 4:2, pages 203-209.
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Erin Ottmar & David Landy. (2017) Concreteness Fading of Algebraic Instruction: Effects on Learning. Journal of the Learning Sciences 26:1, pages 51-78.
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Satyugjit Virk, Douglas Clark & Pratim Sengupta. (2015) Digital Games as Multirepresentational Environments for Science Learning: Implications for Theory, Research, and Design. Educational Psychologist 50:4, pages 284-312.
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David W. Braithwaite & Robert L. Goldstone. (2015) Effects of Variation and Prior Knowledge on Abstract Concept Learning. Cognition and Instruction 33:3, pages 226-256.
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SamuelB. Day & RobertL. Goldstone. (2012) The Import of Knowledge Export: Connecting Findings and Theories of Transfer of Learning. Educational Psychologist 47:3, pages 153-176.
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Joy Wai Yan Chan & Winnie Wai Lan Chan. (2023) Examining the learning effects of concrete and abstract materials among university students using a two‐dimensional approach. British Journal of Educational Psychology 93:4, pages 1053-1071.
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Merete HvalshagenRoman LukyanenkoBinny M. Samuel. (2023) Empowering Users with Narratives: Examining the Efficacy of Narratives for Understanding Data-Oriented Conceptual Models. Information Systems Research 34:3, pages 890-909.
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Tugba Karabiyik, Alejandra J. Magana, Paul Parsons & Ying Ying Seah. (2022) Pedagogical approaches for eliciting students’ design thinking strategies: tell-and-practice vs. contrasting cases. International Journal of Technology and Design Education 33:3, pages 1087-1119.
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Matthew Grondin, Michael Swart, Arushi Renschler Pandey, Katherine Fu & Mitchell Nathan. (2023) How Does Students’ Use of Speech Ground and Embody Their Mechanical Reasoning during Engineering Discourse?. How Does Students’ Use of Speech Ground and Embody Their Mechanical Reasoning during Engineering Discourse?.
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Wen Huang, Candace Walkington & Mitchell J. Nathan. (2023) Coordinating modalities of mathematical collaboration in shared VR environments. International Journal of Computer-Supported Collaborative Learning 18:2, pages 163-201.
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Julia Chatain, Manu Kapur & Robert W. Sumner. (2023) Three Perspectives on Embodied Learning in Virtual Reality: Opportunities for Interaction Design. Three Perspectives on Embodied Learning in Virtual Reality: Opportunities for Interaction Design.
James Planey & Robb Lindgren. 2023. Mixed Reality for Education. Mixed Reality for Education 265 280 .
Shigehiro Kinda. (2022) Effects of Instructor’s “Task Knowledge” and “Learning-Process Knowledge” on Educational Desirability Judgment教授者の課題知識と学習過程知識が教授学習法の望ましさ判断に及ぼす影響. The Japanese Journal of Educational Psychology 70:4, pages 333-346.
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Christina Stoiber, Florian Grassinger & Wolfgang Aigner. (2022) Abstract and Concrete Materials: What to use for Visualization Onboarding for a Treemap Visualization?. Abstract and Concrete Materials: What to use for Visualization Onboarding for a Treemap Visualization?.
Mitchell J. Nathan & R. Keith Sawyer. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 27 52 .
. 2022. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 25 174 .
Tommi Kokkonen, Andreas Lichtenberger & Lennart Schalk. (2022) Concreteness fading in learning secondary school physics concepts. Learning and Instruction 77, pages 101524.
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Candace Walkington & Dawn M. Woods. 2022. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof. Conceptions and Consequences of Mathematical Argumentation, Justification, and Proof 49 64 .
Sheila L. Macrine & Jennifer M. B. Fugate. (2021) Translating Embodied Cognition for Embodied Learning in the Classroom. Frontiers in Education 6.
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John Kerrigan, Keith Weber & Clark Chinn. (2021) Effective collaboration in the productive failure process. The Journal of Mathematical Behavior 63, pages 100892.
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Mitchell J. Nathan & Michael I. Swart. (2020) Materialist epistemology lends design wings: educational design as an embodied process. Educational Technology Research and Development 69:4, pages 1925-1954.
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Irmawati Liliana Kusuma Dewi, Zaenuri Zaenuri, Dwijanto Dwijanto & Mulyono Mulyono. (2021) Identification of Mathematics Prospective Teachers’ Conceptual Understanding in Determining Solutions of Linear Equation Systems. European Journal of Educational Research volume-10-2021:volume-10-issue-3-july-2021, pages 1157-1170.
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Mitchell J. Nathan & Martha W. Alibali. 2021. Transfer of Learning. Transfer of Learning 27 58 .
Dor Abrahamson, Mitchell J. Nathan, Caro Williams-Pierce, Candace Walkington, Erin R. Ottmar, Hortensia Soto & Martha W. Alibali. (2020) The Future of Embodied Design for Mathematics Teaching and Learning. Frontiers in Education 5.
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Hee-jeong Kim. (2020) Concreteness Fading Strategy: A Promising and Sustainable Instructional Model in Mathematics Classrooms. Sustainability 12:6, pages 2211.
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Boby Ho-Hong Ching & Xiaohan Wu. (2019) Concreteness fading fosters children's understanding of the inversion concept in addition and subtraction. Learning and Instruction 61, pages 148-159.
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Lawrence Shapiro & Steven A. Stolz. (2018) Embodied cognition and its significance for education. Theory and Research in Education 17:1, pages 19-39.
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Sasha Barab. 2019. Encyclopedia of Educational Philosophy and Theory. Encyclopedia of Educational Philosophy and Theory 1 6 .
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Esther Ziegler & Manu Kapur. (2018) The interplay of creativity, failure and learning in generating algebra problems. Thinking Skills and Creativity 30, pages 64-75.
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Dragan Trninic, Roy Wagner & Manu Kapur. (2018) Rethinking failure in mathematics education: A historical appeal. Thinking Skills and Creativity 30, pages 76-89.
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Dor Abrahamson & Manu Kapur. (2017) Reinventing discovery learning: a field-wide research program. Instructional Science 46:1, pages 1-10.
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Dragan Trninic. (2017) Instruction, repetition, discovery: restoring the historical educational role of practice. Instructional Science 46:1, pages 133-153.
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James Planey & Robb Lindgren. 2018. Immersive Learning Research Network. Immersive Learning Research Network 23 35 .
Dana Rosen, Alik Palatnik & Dor Abrahamson. 2018. Using Mobile Technologies in the Teaching and Learning of Mathematics. Using Mobile Technologies in the Teaching and Learning of Mathematics 189 211 .
Nancy S. Kim, Samuel G. B. Johnson, Woo-kyoung Ahn & Joshua Knobe. (2017) The effect of abstract versus concrete framing on judgments of biological and psychological bases of behavior. Cognitive Research: Principles and Implications 2:1.
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Kolbrún Pálsdóttir. (2017) Integrated learning in schools: an Icelandic case study. Journal of Professional Capital and Community 2:4, pages 215-228.
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Junyi Chu, Bethany Rittle‐Johnson & Emily R. Fyfe. (2017) Diagrams benefit symbolic problem‐solving. British Journal of Educational Psychology 87:2, pages 273-287.
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Laura Malinverni, Julian Maya, Marie-Monique Schaper & Narcis Pares. (2017) The World-as-Support. The World-as-Support.
Mitchell J. Nathan. 2017. Why Gesture?. Why Gesture? 175 196 .
Melissa M. Kibbe & Lisa Feigenson. (2017) A dissociation between small and large numbers in young children’s ability to “solve for x” in non-symbolic math problems. Cognition 160, pages 82-90.
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Wim T. J. L. Pouw, Charly Eielts, Tamara van Gog, Rolf A. Zwaan & Fred Paas. (2016) Does (Non‐)Meaningful Sensori‐Motor Engagement Promote Learning With Animated Physical Systems?. Mind, Brain, and Education 10:2, pages 91-104.
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Seungoh Paek, Daniel L. Hoffman & John B. Black. (2016) Perceptual factors and learning in digital environments. Educational Technology Research and Development 64:3, pages 435-457.
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Dor Abrahamson. (2014) Reinventing learning: a design-research odyssey. ZDM 47:6, pages 1013-1026.
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Shaun Gallagher & Robb Lindgren. (2015) Enactive Metaphors: Learning Through Full-Body Engagement. Educational Psychology Review 27:3, pages 391-404.
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Kiera Chase & Dor Abrahamson. (2015) Reverse scaffolding. Reverse scaffolding.
Emily R. Fyfe, Nicole M. McNeil & Bethany Rittle‐Johnson. (2015) Easy as ABCABC: Abstract Language Facilitates Performance on a Concrete Patterning Task. Child Development 86:3, pages 927-935.
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Melissa M. Kibbe & Lisa Feigenson. (2014) Young children ‘solve for x ’ using the Approximate Number System . Developmental Science 18:1, pages 38-49.
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Mitchell J. Nathan, Candace Walkington, Rebecca Boncoddo, Elizabeth Pier, Caroline C. Williams & Martha W. Alibali. (2014) Actions speak louder with words: The roles of action and pedagogical language for grounding mathematical proof. Learning and Instruction 33, pages 182-193.
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Mitchell J. Nathan & R. Keith Sawyer. 2014. The Cambridge Handbook of the Learning Sciences. The Cambridge Handbook of the Learning Sciences 21 43 .
Wim T. J. L. Pouw, Tamara van Gog & Fred Paas. (2014) An Embedded and Embodied Cognition Review of Instructional Manipulatives. Educational Psychology Review 26:1, pages 51-72.
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Emily R. Fyfe, Nicole M. McNeil, Ji Y. Son & Robert L. Goldstone. (2014) Concreteness Fading in Mathematics and Science Instruction: a Systematic Review. Educational Psychology Review 26:1, pages 9-25.
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Erica J. Hagen & Dante Fratta. (2014) Hybrid Learning in Geological Engineering: Why, How, and to What End? Preliminary Results. Hybrid Learning in Geological Engineering: Why, How, and to What End? Preliminary Results.
Dor Abrahamson. (2014) Building educational activities for understanding: An elaboration on the embodied-design framework and its epistemic grounds. International Journal of Child-Computer Interaction 2:1, pages 1-16.
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Dor Abrahamson. (2013) Toward a taxonomy of design genres. Toward a taxonomy of design genres.
Mitchell J. Nathan, Rachaya Srisurichan, Candace Walkington, Matthew Wolfgram, Caro Williams & Martha W. Alibali. (2013) Building Cohesion Across Representations: A Mechanism for STEM Integration . Journal of Engineering Education 102:1, pages 77-116.
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