What students' learning of representations tells us about constructivism

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Ontological Innovation and the Role of Theory in Design Experiments (2004, background): “Second, students’ “representational misconceptions” seem to be more prominent with respect to spatially distributed data (Friedman, 1999; Elby, 2000).”
The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “Elby (2000) proposes that this is because learners tend to rely on intuitive knowledge – what-you-see-is-what-youget and that this is cued by the most compelling visual attribute of a representation”
How multiple external representations are used and how they can be made more useful (2009, background): “This intuitive knowledge can be misleading, though (Elby, 2000).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, background): “For example, physics educators have showed that understanding and representing motion as a process of continuous change has been shown to be challenging for novice learners (Halloun & Hestenes, 1985; Elby, 2000; Larkin, McDermott, Simon, & Simon, 1980; Leinhardt, Zaslavsky, & Stein, 1990; McCloskey,”
Metarepresentation: Native Competence and Targets for Instruction (2004, background): “Elby (2000) provided a more careful analysis of representational strategies that assumes things are just what they immediately appear to be in representations.”