A conference paper reports that, in McNeil and Fyfe (2012), undergraduates taught with concreteness fading outperformed those taught in generic or concrete conditions¶

Claim · All claims
Evidence · 1 study · theoretical r2 · q2
Currency · newest study 2022 · not yet checked against its sources · not reviewed by a person
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on an ERIC document (a report, conference paper or thesis). It is kept because 2 design pages cite it; treat it as a lead to check, not an established finding.

Subclaims¶

q2 i? McNeil and Fyfe (2012), as reported by this article, found undergraduate students in a fading condition performed significantly better on abelian group properties than students in generic or concrete conditions. → Joseph Antonides 2022

Evidence¶

Joseph Antonides 2022¶

Joseph Antonides, Michael T. Battista. (2022). Towards an Elaboration of Concreteness Fading: Reflections on a Constructivist Teaching Experiment. Proceedings of the forty-fourth annual meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education. https://eric.ed.gov/?id=ED630441

q2 · i? · theoretical · r2

This article reports, citing McNeil and Fyfe (2012), an experiment in which undergraduates were randomly placed into generic, concrete, or fading instructional conditions for abelian group properties; "students in the fading condition performed significantly better than students in the generic or concrete conditions". No effect size is printed here.

"Their results showed that students in the fading condition performed significantly better than students in the generic or concrete conditions."

Discussion¶

Related Claims¶

• A systematic review argues that concrete materials aid mathematics and science learning when they are explicitly and gradually connected to the abstract symbols they represent — a broader claim this one bears on
• Concreteness fading guides learners to strip away extraneous concrete properties and distill generic, generalizable properties — related
• Learners learned most about those principles that were faded — related
• Concreteness fading studies in mathematics show mixed transfer results, with some studies favoring fading and others favoring generic symbols or reversed sequences — related