The role of visual representations for structuring classroom mathematical activity

By M. M. David, Vanessa Sena Tomaz. 2012

46 citations recorded by the source corpus.

Subfields: Education, Human Factors and Ergonomics

View Paper: https://www.semanticscholar.org/paper/783ed386f1c32c3af2b8c2badb80af5eccd611be

How researchers see this paper

The researchers whose trusted networks rank it highest, strongest advocate first. Every researcher gets a different order.

In Education

1. Keith Jones
2. Nathalie Sinclair
3. Wolff‐Michael Roth
4. Allen Leung
5. M. G. Bartolini Bussi
6. Ulrich Kortenkamp
7. M. Villiers
8. K. Owens

In Human Factors and Ergonomics

1. Wolff‐Michael Roth
2. Lisa C. Yamagata-Lynch
3. Deoksoon Kim
4. Einat Heyd‑Metzuyanim

Citations in the corpus

• Recent research on geometry education: an ICME-13 survey team report (2016, background): “David and Tomaz (2012) argued the importance of visual representations in structuring learning.”
• Cultural-historical activity theory: Vygotsky’s forgotten and suppressed legacy and its implication for mathematics education (2012, background): “In general use, which also dominates research, contradictions are exemplified by logical contradictions, perturbations, innovations, or breakdowns that arise from mathematical activity (e.g., David and Tomaz 2011).”