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Previous knowledge helps or hinders new learning?

1) According to the Bransford, Brown & Cocking reading, how can previous knowledge support or hinder the understanding of new learning and what implications should be considered for the design of instruction that fosters student learning and transfer?

2) How can you promote the transfer of learning within your own classroom? Provide specific examples of the approaches you can use/do use that are aligned with the reading to support the process of transfer when teaching mathematical concepts.
The article can be found online using the following link:

www.csun.edu/~SB4310/How%20People%20Learn.pdf (Chapter 3: Learning and Transfer, p51-78).

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1) According to the Bransford, Brown & Cocking reading, how can previous knowledge support or hinder the understanding of new learning and what implications should be considered for the design of instruction that fosters student learning and transfer?
There are a number of considerations when dealing with previous knowledge in a learning and teaching situation that can help or hinder the acquisition of new knowledge and the transfer of that knowledge to new situations and contexts. The reading discusses several of these that should ideally impact the design of instruction. First, students must have a foundation of knowledge before attempting to construct new knowledge. This previous knowledge is essential to build, or scaffold, new knowledge upon. An elementary example of ...

Solution Summary

How can previous knowledge facilitate or hinder the acquisition of new knowledge?

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