The Role of Visual Representations in Advanced Mathematical Problem Solving: An Examination of Expert-Novice Similarities and Differences

By Despina A. Stylianou, Edward A. Silver. 2004

150 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/529f5ab74a056390e053ff95faea4c7837e64f2b

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

Teachers’ conceptions of representation in middle school mathematics (2010, methodology): “This discussion not only illustrates the different roles representation may play, but it also suggests that the meaning and utility of a representation can shift as problem solving purposes and difficulties change as is often the case in the work of expert mathematicians or by experienced users of m”
An examination of middle school students’ representation practices in mathematical problem solving through the lens of expert work: towards an organizing scheme (2011, methodology): “The data were gathered as part of a broader study on visual representation use (see Stylianou & Silver, 2004 ).”
Improving Seventh Grade Students' Learning of Ratio and Proportion: The Role of Schema-Based Instruction. (2009, methodology): “The use of schematic diagrams has been found to be particularly useful in problem solving (Hegarty & Kozhevnikov, 1999; Janvier, 1987; Stylianou & Silver, 2004; Sweller et al., 1990; Willis & Fuson, 1988).”
The Process of Probability Problem Solving: Use of External Visual Representations (2010, background): “…evidence has accrued to show that external visual representations, especially diagrams, can facilitate problem solving in logic, science, and mathematics (e.g., Kaufmann, 1990; Molitor, Ballstaedt, & Mandl, 1989; Santos-Trigo, 1996; Schwartz & Martin, 2004; Stylianou & Silver, 2004; Tversky, 2001).”
Undergraduate Students’ Understanding of Proof: Relationships Between Proof Conceptions, Beliefs, and Classroom Experiences with Learning Proof (2015, background): “Studies on expertise indeed show that novices tend to focus on surface characteristics of tasks such as content topic andmode of presentation (e.g., Chi et al. 1988; Schoenfeld 1985; Stylianou and Silver 2004).”