San Diego, Jonathan; Aczel, James; Hodgson, Barbara and Scanlon, Eileen
PDF (Not Set)
- Requires a PDF viewer such as GSview, Xpdf or Adobe Acrobat Reader
|Google Scholar:||Look up in Google Scholar|
When learners are asked to verbalise their thoughts about multiple mathematical representations, some researchers are left to analyse utterances based on video records of activity which may have ambiguous signifiers. They are also faced with post hoc analysis of paper-based worksheets, in which temporal order has to be guessed. In this paper, attempts to minimise such methodological problems by means of recent technologies such as eye-tracking, tablet PC screen capture, digital video cameras and the latest video analysis tools are illustrated in the context of a study of the effect of varying representational instantiations on learners' problem-solving strategies.
|Item Type:||Conference Item|
|Keywords:||eye-tracking; digital video; multiple representations; mathematics; algebraic; graphical; problem-solving|
|Academic Unit/School:||Learning Teaching and Innovation (LTI) > Institute of Educational Technology (IET)
Learning Teaching and Innovation (LTI)
|Interdisciplinary Research Centre:||Centre for Research in Education and Educational Technology (CREET)|
|Depositing User:||James Aczel|
|Date Deposited:||21 Mar 2007|
|Last Modified:||09 Feb 2017 02:39|
|Share this page:|
Download history for this item
These details should be considered as only a guide to the number of downloads performed manually. Algorithmic methods have been applied in an attempt to remove automated downloads from the displayed statistics but no guarantee can be made as to the accuracy of the figures.