San Diego, Jonathan P.; Aczel, James; Hodgson, Barbara and Scanlon, Eileen
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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.
|Item Type:||Conference Item|
|Keywords:||representations; algebraic; symbolic; numeric; graphical; multiple; interactive; dynamic; static; mathematics|
|Academic Unit/Department:||Institute of Educational Technology|
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||James Aczel|
|Date Deposited:||21 Mar 2007|
|Last Modified:||24 Feb 2016 19:00|
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