Abstract or Concrete Examples in Learning Mathematics? A ...

Journal for Research in mathematics Education 2011, Vol. 42, No. 2, 109 26. Abstract or Concrete Examples in Learning mathematics ? A Replication and Elaboration of Kaminski, Sloutsky, and Heckler's Study Dirk De Bock Hogeschool-Universiteit Brussel, Brussels, Belgium, and Katholieke Universiteit Leuven, Leuven, Belgium Johan Deprez Hogeschool-Universiteit Brussel, Brussels, Belgium;. Katholieke Universiteit Leuven, Leuven, Belgium;. and University of Antwerp, Antwerp, Belgium Wim Van Dooren Katholieke Universiteit Leuven, Leuven, Belgium Michel Roelens Katholieke Hogeschool Limburg, Diepenbeek, Belgium Lieven Verschaffel Katholieke Universiteit Leuven, Leuven, Belgium Kaminski, Sloutsky, and Heckler (2008a) published in Science a study on The advan- tage of Abstract Examples in Learning math, in which they claim that students may benefit more from Learning m

110 Abstract or Concrete Examples Since the end of the “new math” era, many mathematics educators take for granted that mathematics should be taught “from concrete to abstract” and that a

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