Constructive and instructive representation

Think-Talk-Write Model for Improving Students' Abilities in Mathematical Representation

“…Mathematical representation can be presented in visual (e.g., charts, tables, sketches/drawings, and diagrams) and non-visual representations (e.g., mathematical equations and models) (Minarni at al., 2016;Thompson & Chappell, 2007). Numerous studies related to visual representations have been conducted to discuss various problem solving of the word problem (Epstein at al., 2010;Geeslin & Shavelson, 1975;Güler & Author, 2011;Stylianou & Silver, 2009;Thompson & Chappell, 2007;Webel at al., 2016), with additional studies on the use of technology in mathematical representation (Kendal & Stacey, 2003;Ohlsson, 1998;Reilly at al., 1997) and on the elements used to generate relationships in mathematics learning (Moon International Journal of Instruction, July 2018• Vol.11, No.3 at al., 2013. Moreover, mathematical representation research related to socioeconomics has been carried out (Boulton-Lewis & Halford, 1992;Martínez-Sierra at al., 2015;Minibaeva at al., 2016;Moon at al., 2013).…”

Graphing investigations using portable (palmtop) technology

“…The technology reduces the cognitive load for the user by taking over the mechanics of the translation process ( Kaput, 1992). Activities which exploit this can assist novices in making links between different representations ( Ruthven, 1990; Scanlon, 1990; Ainsworth et al, 1996 ) 10 and can clarify that different types are appropriate for different contexts ( O'Reilly et al, 1997 ).…”

“…The technology reduces the cognitive load for the user by taking over the mechanics of the translation process (Kaput, 1992). Activities which exploit this can assist novices in making links between different representations (Ruthven, 1990;Scanlon, 1990;Ainsworth et al, 1996) ‡ and can clarify that different types are appropriate for different contexts (O'Reilly et al, 1997). These features of the technology and the students' analytic use of graphs during the weather project addressed the aim of confronting traditional difficulties; they helped students understand the relationship between the two representations.…”

Ερευνώντας Τη Συμβολή Της Διδασκαλίας Εννοιών Των Φυσικών Επιστημών Στην Ανάπτυξη Κριτικής Σκέψης Σε Μαθητές Ηλικίας 11-12 Ετών Και Με Την Αξιοποίηση Του Ηλεκτρονικού Υπολογιστή Στην Ενότητα Του Ηλεκτρισμού

“…επίσης Mayer Committee, (1992b). (Wegerif, 1996aκαι 1996b, Mercer & Fisher, 1992και 1997, O' Reilly et al, 1997 369 .…”