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dc.creatorOrón, José Víctores_ES
dc.creatorLizasoain Iriso, María Inmaculadaes_ES
dc.date.accessioned2023-03-16T07:47:05Z
dc.date.available2023-03-16T07:47:05Z
dc.date.issued2023
dc.identifier.citationOrón, J. V., Lizasoain, I. (2023) Achieving transfer from mathematics learning. Education Science, 13(2), 1-13. https://doi.org/10.3390/educsci13020161.en
dc.identifier.issn2227-7102
dc.identifier.urihttps://hdl.handle.net/2454/44918
dc.description.abstractThe question of transfer is a special challenge in mathematics teaching because the wide range and fragmentation of the curricula have in many cases fostered an instrumental understanding, which makes transfer difficult for the students. Although promoting a relational learning has been a huge step forward in achieving transfer, understanding usually remains at the technical level of learning. Fostering critical thinking and metacognition raises learning to the psychological level, as students are encouraged to analyse their own thinking. Despite this, our hypothesis is that transfer will only be achieved when students are helped to reach a personal dimension, being encouraged to discover their own way of approaching the global reality of their lives beyond the subject. Learning, for instance, the greatest common divisor should be an opportunity to discover that, as numbers can be presented by their prime factors, people can be recognised by their features and interests. As such, looking for the greatest common divisor should not differ from discovering common interests with friends. Integrating specific and general learning will make transfer no longer unattainable. Personalising learning means discovering how one specific learning impacts on the personal way of understanding reality (oneself, others, and world), thus making transfer natural.en
dc.format.mimetypeapplication/pdfen
dc.language.isoengen
dc.publisherMDPIen
dc.relation.ispartofEducation Science 2023, 13(2), 161en
dc.rights© 2023 by the authors.This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.en
dc.rights.urihttp://creativecommons.org/licenses/by/4.0/
dc.subjectTransferen
dc.subjectMathematics teachingen
dc.subjectPersonalistic educationen
dc.titleAchieving transfer from mathematics learningen
dc.typeArtículo / Artikuluaes
dc.typeinfo:eu-repo/semantics/articleen
dc.date.updated2023-03-15T10:18:03Z
dc.contributor.departmentEstadística, Informática y Matemáticases_ES
dc.contributor.departmentEstatistika, Informatika eta Matematikaeu
dc.contributor.departmentInstitute for Advanced Materials and Mathematics - INAMAT2en
dc.rights.accessRightsAcceso abierto / Sarbide irekiaes
dc.rights.accessRightsinfo:eu-repo/semantics/openAccessen
dc.identifier.doi10.3390/educsci13020161
dc.relation.publisherversionhttps://doi.org/10.3390/educsci13020161
dc.type.versionVersión publicada / Argitaratu den bertsioaes
dc.type.versioninfo:eu-repo/semantics/publishedVersionen


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© 2023 by the authors.This article is an open access article
distributed under the terms and
conditions of the Creative Commons
Attribution (CC BY) license.
Except where otherwise noted, this item's license is described as © 2023 by the authors.This article is an open access article distributed under the terms and conditions of the Creative Commons Attribution (CC BY) license.