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Unlocking conceptual learning in mathematics and science with effective representational systems

By Peter C.-H. Cheng

Abstract

Summarizes theoretical and empirical aspects of research that is investigating how best to support conceptual learning and the critical role that representations have in complex scientific and mathematical domains. Explains Law Encoding Diagrams (LEDs) and considers how computers may further enhance the potential benefit of LEDs for conceptual learning

Topics: QA75
Publisher: Elsevier Science Ltd.
Year: 1999
DOI identifier: 10.1016/s0360-1315(99)00028-7
OAI identifier: oai:sro.sussex.ac.uk:1271
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