Meta-representation: an introduction

By Andrea A. diSessa, Bruce L. Sherin. 2000

256 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Education

View Paper: https://www.semanticscholar.org/paper/753a52b731380f4872a119aace86f914fb2c82b8

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In Developmental and Educational Psychology

In Education

Citations in the corpus

Tracing the Evolution of Pedagogical Content Knowledge as the Development of Interanimated Discourses (2006, background): “The unit featured developing metarepresentational competence (diSessa & Sherin, 2000; Greeno & Hall, 1997) as a cornerstone for exploring and eventually integrating different representations of geometric similarity: as literal figures, as linear equations, as tables, and as Cartesian graphs.”
How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “They are explicit in that students have to willfully engage in them (diSessa and Sherin 2000).”
Integrating computational thinking with K-12 science education using agent-based computation: A theoretical framework (2013, unknown): “Biology education”
Covariational reasoning among U.S. and South Korean secondary mathematics teachers (2017, background): “…teachers to involve students in the general practice of creating representational infrastructures, such as described by Lehrer (1994), Lehrer and Schauble (2000), Lehrer, Schauble, Carpenter, and Penner (2000), diSessa (2004), diSessa, Hammer, and Sherin (1991) and diSessa and Sherin (2000).”
Comparing Learning From Productive Failure and Vicarious Failure (2014, background): “Research suggests that although students do have rich constructive resources to generate a variety of solutions for novel problems (diSessa & Sherin, 2000), one cannot expect students who are novices to the target content to somehow generate or discover canonical RSMs (P. A. Kirschner, Sweller, &…”
Representational Translation With Concrete Models in Organic Chemistry (2012, background): “More generally, it is beneficial for students to develop meta-representational competence, which includes the ability to understand the advantages and disadvantages of particular representations and to select optimal representations for particular purposes (diSessa, 2004; diSessa & Sherin, 2000).”
Designing for Productive Failure (2012, background): “This suggests that, when given an opportunity, students do have rich constructive resources (diSessa & Sherin, 2000) to generate a variety of RSMs for solving problems.”
How Students Learn Content in Science, Technology, Engineering, and Mathematics (STEM) Through Drawing Activities (2019, unknown): “Qualitative studies of students’ drawings have shown that they have naïve intuitions about how to reason with drawings (diSessa 2004; diSessa and Sherin 2000).”