Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts

• Published in: Cognitive science 2005-07, Vol.29 (4), p.587-625
• Main Authors: Martin, Taylor, Schwartz, Daniel L.
• Format: Article
• Language: English
• Subjects: Action; Biological and medical sciences; Child; Child development; Children; Cognition & reasoning; Data Interpretation; Developmental psychology; Experiments; Fractions; Fundamental and applied biological sciences. Psychology; Learning; Manipulatives; Mathematics; Mathematics learning; Motor ability; Physical Environment; Problem Solving; Psychology. Psychoanalysis. Psychiatry; Psychology. Psychophysiology; Thinking Skills
• ISSN: 0364-0213; 1551-6709
• DOI: 10.1207/s15516709cog0000_15

Five studies examined how interacting with the physical environment can support the development of fraction concepts. Nine‐ and 10‐year‐old children worked on fraction problems they could not complete mentally. Experiments 1 and 2 showed that manipulating physical pieces facilitated children's ability to develop an interpretation of fractions. Experiment 3 demonstrated that when children understood a content area well, they used their interpretations to repurpose many environments to support problem solving, whereas when they needed to learn, they were prone to the structure of the environment. Experiments 4 and 5 examined transfer after children had learned by manipulating physical pieces. Children who learned by adapting relatively unstructured environments transferred to new materials better than children who learned with “well‐structured” environments that did not require equivalent adaptation. Together, the findings reveal that during physically distributed learning, the opportunity to adapt an environment permits the development of new interpretations that can advance learning.