Concrete Instantiations of Mathematics: A Double-Edged Sword.

The article presents a response by Kaminski and colleagues addressing a commentary by Jones regarding their research on the effects on figurative transfer of learning mathematics. Kaminski and colleagues disagree with Jones' comment regarding the similarity of the generic representations used in their research to the transfer domain than the concrete representations. They argue that their research have data supporting the success of domain transfer when the concrete representations presented in quantities. They cite that sound theory and theory-grounded empirical findings may encourage the understanding of learning and transfer. Additionally, Kaminski and colleagues expressed their gratitude to Jones on raising the concerns on the query regarding which components affect transfer.