This project explores "backward transfer", or the ways in which new learning impacts previously-established ways of reasoning. The PI will observe and evaluate algebra I students as they learn quadratic functions and examine how different kinds of instruction about the new concept of quadratic functions helps or hinders students' prior mathematical knowledge of the previous concept of linear functions. This award will contribute to the field of mathematics education by expanding the application of knowledge transfer, moving it from only a forward focused direction to include, also, a backward focused direction.
- Hohensee, C. (2014). Backward transfer: An investigation of the influence of quadratic functions instruction on students’ prior ways of reasoning about linear functions. Mathematical Thinking and Learning, 16(2), 135-174. https://doi.org/10.1080/10986065.2014.889503*
- Hohensee, C. (2016). Student noticing in classroom settings: A process underlying influences on prior ways of reasoning. Journal of Mathematical Behavior, 42, 69-91. https://doi.org/10.1016/j.jmathb.2016.03.002*
- Hohensee, C. (2016). Teachers’ awareness of the relationship between prior knowledge and new learning. Journal for Research in Mathematics Education, 47(1), 16-26. https://doi.org/10.5951/jresematheduc.47.1.0017*