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Learners' strategies with multiple representations

By Jonathan P. San Diego, James Aczel, Barbara Hodgson and Eileen Scanlon

Abstract

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

Year: 2006
OAI identifier: oai:oro.open.ac.uk:7169
Provided by: Open Research Online

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