Do realistic contexts and graphical representations always have a beneficial impact on students' performance? Negative evidence from a study on modelling non-linear geometry problems

By Dirk De Bock, Lieven Verschaffel, Dirk Janssens, W. Van Dooren, K. Claes. 2003

98 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/41377f3eff311950bb1b56652a76dd9dd1b1ba16

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Citations in the corpus

Are representations to be provided or generated in primary mathematics education? Effects on transfer (2009, background): “De Bock, Verschaffel, Janssens, Van Dooren, and Claes (2003) mention two important factors.”
Just Answering … or Thinking? Contrasting Pupils' Solutions and Classifications of Missing-Value Word Problems (2010, background): “How much time will he approximately need to fertilise a square pasture with sides of 600 metres?” (eg, De Bock, Van Dooren, Janssens, & Verschaffel, 2007 ; De Bock, Verschaffel, Janssens, Van Dooren, & Claes, 2003 ; Modestou, Gagatsis, & Pitta-Pantazi, 2004 ).”
Students' Improper Proportional Reasoning: A result of the epistemological obstacle of “linearity” (2007, background): “In contrast, it is a recurrent phenomenon that seems to be quite universal and resistant to a variety of forms of support aimed at overcoming it (De Bock et al., 2003).”
Remedying secondary school students' illusion of linearity: A teaching experiment (2004, background): “For example, they used the following non-proportional item about the area of a square: ‘‘Farmer Carl needs approximately 8 hours to manure a square piece of land with a side of 200 m. How many hours would he need to manure a square piece of land with a side of 600 m?’’ These experimental studies sho”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Indeed, prior research on student-constructed drawing activities has shown that students do not always benefit from drawing activities (Ainsworth et al. 2016; De Bock et al. 2003; Leutner et al. 2009).”
Should you show me the money? Concrete objects both hurt and help performance on mathematics problems (2009, background): “It also may have led students to perceive the test as less difficult, which could have prompted them to try less than they would otherwise (De Bock et al., 2003).”
Not Everything Is Proportional: Effects of Age and Problem Type on Propensities for Overgeneralization (2005, background): “…persistently apply proportionality when it is not applicable (e.g., De Bock et al., 1998; De Bock, Van Dooren, et al., 2002; De Bock, Verschaffel, et al., 2002; De Bock et al., 2003; Van Dooren, De Bock, De Bolle, et al., 2003; Van Dooren, De Bock, Depaepe, et al., 2003; Van Dooren et al., 2004).”