San Diego, Jonathan P.; Aczel, James; Hodgson, Barbara and Scanlon, Eileen
Learners' strategies with multiple representations.
In: European Association for Research on Learning and Instruction (EARLI) SIG 2 Bi-annual meeting 'Text and graphics comprehension', 30 Aug-01 Sep 2006, Nottingham, UK.
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This empirical study investigated how varied instantiations of mathematical representations influenced learners' strategies. The analysis took into account gazes, utterances, actions and writings of 18 learners performing 3 tasks using static, dynamic, and interactive instantiations. Results show a variation in frequencies of strategies that the participants of the study employed for using multiple representations. This indicates that varying instantiations of multiple representations influences learners' strategies.
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