[{"data":1,"prerenderedAt":-1},["ShallowReactive",2],{"detail-sidebar-cat-0-en-105":3,"doc-seo-594475-105":59,"doc-detail-594475-en":130},{"code":4,"msg":5,"data":6},0,"success",[7,13,18,23,28,33,38,43,48,51,55],{"id":8,"doc_module":4,"doc_module_name":9,"category_name":10,"show_sort_weight":11,"slug":12},1,"Document","Story & Novel",90,"story-novel",{"id":14,"doc_module":4,"doc_module_name":9,"category_name":15,"show_sort_weight":16,"slug":17},2,"Literature",80,"literature",{"id":19,"doc_module":4,"doc_module_name":9,"category_name":20,"show_sort_weight":21,"slug":22},4,"Exam",70,"exam",{"id":24,"doc_module":4,"doc_module_name":9,"category_name":25,"show_sort_weight":26,"slug":27},5,"Comic",60,"comic",{"id":29,"doc_module":4,"doc_module_name":9,"category_name":30,"show_sort_weight":31,"slug":32},6,"Technology",50,"technology",{"id":34,"doc_module":4,"doc_module_name":9,"category_name":35,"show_sort_weight":36,"slug":37},7,"Healthcare",40,"healthcare",{"id":39,"doc_module":4,"doc_module_name":9,"category_name":40,"show_sort_weight":41,"slug":42},8,"Research & Report",30,"research-report",{"id":44,"doc_module":4,"doc_module_name":9,"category_name":45,"show_sort_weight":46,"slug":47},9,"Religion & Spirituality",20,"religion-spirituality",{"id":46,"doc_module":4,"doc_module_name":9,"category_name":49,"show_sort_weight":46,"slug":50},"World Cup","world-cup",{"id":52,"doc_module":4,"doc_module_name":9,"category_name":53,"show_sort_weight":52,"slug":54},10,"Lifestyle","lifestyle",{"id":56,"doc_module":4,"doc_module_name":9,"category_name":57,"show_sort_weight":24,"slug":58},19,"General","general",{"code":4,"msg":60,"data":61},"ok",{"site_id":62,"language":63,"slug":64,"title":65,"keywords":66,"description":67,"schema_data":68,"social_meta":123,"head_meta":125,"extra_data":127,"updated_unix":129},105,"en","transfer-of-mathematical-knowledge-series-problem-solving-and-knowledge-transfer-study","Transfer of Mathematical Knowledge - Series - Problem Solving and Knowledge Transfer Study","","The study explains students’ ability to transfer knowledge about mathematical series to the problems they encounter. Data were collected using two researcher-developed tests: Problem Solving Test (PST) and Series Character Identification Test (SCT) with third-grade elementary school mathematics education students during the 2009–2010 academic year. Analysis showed no difficulty on SCT, which requires procedural knowledge, while PST revealed difficulty in applying series knowledge to encountered circumstances.",{"@graph":69,"@context":122},[70,84,105],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":40,"@type":76,"position":81},"https://docshare.wps.com/document/research-report/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/transfer-of-mathematical-knowledge-series-problem-solving-and-knowledge-transfer-study/594475/",{"url":83,"name":65,"@type":85,"image":86,"author":91,"headline":65,"publisher":94,"fileFormat":97,"inLanguage":63,"description":67,"dateModified":98,"datePublished":99,"encodingFormat":97,"isAccessibleForFree":100,"interactionStatistic":101},"DigitalDocument",{"url":87,"@type":88,"width":89,"height":90},"https://docshare.wps.com/thumbnails/transfer-of-mathematical-knowledge-series-problem-solving-and-knowledge-transfer-study/594475.png","ImageObject",300,407,{"name":92,"@type":93},"Aldword","Person",{"url":74,"name":95,"@type":96},"DocShare","Organization","application/pdf","2026-10-17","2026-10-15",true,{"@type":102,"interactionType":103,"userInteractionCount":8},"InteractionCounter",{"@type":104},"ViewAction",{"@type":106,"mainEntity":107},"FAQPage",[108,114,118],{"name":109,"@type":110,"acceptedAnswer":111},"What is the study’s main purpose regarding mathematical series?","Question",{"text":112,"@type":113},"The study aims to explain students’ ability to transfer knowledge about mathematical series to the problems they encounter.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How were the study data collected?",{"text":117,"@type":113},"Two tests developed by the researchers were used: the Problem Solving Test (PST) and the Series Character Identification Test (SCT).",{"name":119,"@type":110,"acceptedAnswer":120},"What differences were observed between PST and SCT performance?",{"text":121,"@type":113},"Students showed no difficulty on SCT requiring procedural knowledge, but they experienced difficulty on PST that required transferring series knowledge to new, encountered circumstances.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},594475,1792251575,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":39,"category_name":40,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":8,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":34,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":144},2336478940917,"https://ap-avatar.wpscdn.com/davatar_6f874abed73319feea01a86fa6f0fab8","Transfer of Mathematical Knowledge: Series  \nLevent Akgun  \nCemalettin Isik  \nEnver Tatar  \nTevfik Isleyen  \nYasin Soylu  \nUniversity of Ataturk, Erzurum  \nAbstract: The aim of this study is to explain students’ ability to transfer their knowledge about mathematical series to the problems that they encounter. The data of the study were obtained by using two different tests, namely “Problem Solving Test (PST)” and “Series Character Identification Test (SCT)” which were developed by the researchers. The study was conducted to third- grade students from department of elementary school mathematics education in the 2009 2010 academic year. In view of the analysis of the data, it was observed that the students experienced no difficulty in the SCT which required procedural knowledge. They experienced difficulty in the PST which required skill to transfer their knowledge about the series to the circumstances that they encounter. According to these results, it was determined that the students experienced difficulty in transforming real life problems to series and interpreting these problems  \nIntroduction  \nThere have been important changes in opinion regarding what mathematics is and how it must be taught. The teacher in the traditional mathematics instruction presents mathematical knowledge to the students. The idea that learning mathematics is making mathematics has gained importance today (Putnam, Lampert & Peterson, 1990; Toluk, 2003) . Transferring the acquired knowledge to the new circumstances that we encounter stands out in the idea of making mathematics beyond the comprehension stage that can be studied as oriented towards the cognitive domain. Altun (2005) emphasizes the importance attached to problem solving by defining the aim of the mathematics instruction as; (i) making the person learn the mathematical knowledge and skills required by the real life in general, (ii) teaching him/her how to solve the problems, and (iii) making him/her learn a way of thinking that deals with the situations in the problem solving approach.  \nUnderstanding the mathematical knowledge and drawing the relationship between these pieces of knowledge stands out in the process of problem solving (Swings & Peterson, 1988) . Students must combine the concepts and the procedures, and apply them on the solution of the problem during problem solving (Bernardo, 1999) . Conceptual knowledge does not only consist of recognizing the concept or knowing the definition and the name of the concept, but at the same time, having the ability to recognize the mutual transitions and relationships among the concepts. Procedural knowledge is explained with the two separate sections that form it. The first section of procedural knowledge includes the symbols and language of mathematics. For example, the symbol y=f(x) denotes a function. The second section includes the relations used for solving the mathematics problems, procedures related  \nVol 37, 3, March 2012 83  \nto concrete objects (using base ten blocks), visual diagrams, concept images or other nonstandard objects of the mathematics system (Hiebert & Lefevre, 1986) . When the procedural knowledge (or the knowledge of rules) comes between the conceptual knowledge, the individual can explain how the procedures are performed, and why they are performed. The failure to learn the conceptual basics of the procedural knowledge and draw a relationship between this knowledge and the concepts cause the failure to build the models and decide where the procedures will be used. This manifests itself as the failure in problem solving (Baykul, 2005) .  \nMathematical knowledge can be learned by balancing procedural knowledge with conceptual knowledge (Baki, 1998; Van De Walle, 2004) . When mathematics courses are not given conceptually, an inclination towards memorization will emerge instead of learning. Generally, procedures are valued to be important instead of the concepts in teaching since the conceptual knowledge is gained","cbCaic1Y3jTY8OUo","https://ap.wps.com/l/cbCaic1Y3jTY8OUo","pdf",661646,"English","# Abstract\n## Introduction\n## Procedural and conceptual knowledge\n## Series as a conceptual difficulty","[{\"question\":\"What is the study’s main purpose regarding mathematical series?\",\"answer\":\"The study aims to explain students’ ability to transfer knowledge about mathematical series to the problems they encounter.\"},{\"question\":\"How were the study data collected?\",\"answer\":\"Two tests developed by the researchers were used: the Problem Solving Test (PST) and the Series Character Identification Test (SCT).\"},{\"question\":\"What differences were observed between PST and SCT performance?\",\"answer\":\"Students showed no difficulty on SCT requiring procedural knowledge, but they experienced difficulty on PST that required transferring series knowledge to new, encountered circumstances.\"}]","Transfer of Mathematical Knowledge - Series - Problem Solving and Knowledge Transfer Study | PDF",1792079234,18]