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Teaching Mathematics and its Applications Advance Access originally published online on May 15, 2009
Teaching Mathematics and its Applications 2009 28(3):145-149; doi:10.1093/teamat/hrp008
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© The Author 2009. Published by Oxford University Press on behalf of The Institute of Mathematics and its Applications. All rights reserved. For permissions, please email: journals.permissions@oxfordjournals.org

Teaching mathematics understandings for transfer

Jennifer L. Jones

Emmet Belknap Middle School in Lockport, NY, USA

Karrie A. Jones{dagger}

Tapestry High School in Buffalo, NY, USA

Paul J. Vermette

College of Education, Niagara University, NY, USA

{dagger}Email: kjones_00{at}yahoo.com

Submitted March 2009; accepted April 2009

Promoting student understanding for transfer is an illusive hallmark of effective mathematics instruction. While much research has shown the necessity of promoting understanding for transfer, less attention has been paid to actual pedagogical strategies that can be used to promote transfer of mathematical ideas. Using Fogarty et al. (1992, How to Teach for Transfer, The mindful school, Palatine, Illinois: Skylight Publishing) ‘ten tools for teaching for transfer’ as a model, the authors of this piece provide numerous suggestions designed specifically for promoting transfer of concepts in secondary mathematics.

Jennifer L. Jones is a 7th grade mathematics teacher at Emmet Belknap Middle School in Lockport, NY.

Karrie A. Jones is an 11th grade mathematics teacher at Tapestry High School in Buffalo, NY.

Paul J. Vermette is a teacher educator at Niagara University.


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