@inproceedings{4c50e249ebf7452291ca8617cd2704f2,
title = "Considering factors beyond transfer of conceptual knowledge",
abstract = "One thread in education research has been to investigate whether and in what ways students {"}transfer{"} conceptual knowledge from one context to another. We argue that in understanding students' reasoning across contexts, it can additionally be productive to attend to their epistemological framing. We present a case study of one student (Will), whose reasoning on two similarly structured approximation problems does not draw on pieces of conceptual knowledge across contexts in a manner that experts might view as productive. We further show that attending to Will's epistemological framing AIDS our understanding of why he draws on different types of knowledge on the two problems.",
keywords = "calculus, epistemology, physics., transfer",
author = "Eric Kuo and Danielle Champney and Angela Little",
note = "Publisher Copyright: {\textcopyright} 2013 American Institute of Physics.; 2012 Physics Education Research Conference, PERC 2012 ; Conference date: 01-08-2012 Through 02-08-2012",
year = "2013",
doi = "10.1063/1.4789694",
language = "English (US)",
series = "AIP Conference Proceedings",
publisher = "American Institute of Physics Inc.",
pages = "230--233",
editor = "Rebello, {N. Sanjay} and Engelhardt, {Paula V.} and Churukian, {Alice D.}",
booktitle = "2012 Physics Education Research Conference",
}