The Effects of Different Modes of Representation on the Solution of One-Step Additive Problems.
By Iliada Elia, Athanasios Gagatsis, Andreas Demetriou. 2007
117 citations recorded by the source corpus.
Subfields: Education, Experimental and Cognitive Psychology, Statistics and Probability
View Paper: https://www.semanticscholar.org/paper/8bced9fea9b570799f6e464fd440ef57f9533db7
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In Education
In Experimental and Cognitive Psychology
In Statistics and Probability
Citations in the corpus
- An examination of middle school students’ representation practices in mathematical problem solving through the lens of expert work: towards an organizing scheme (2011, background): “Indeed, some research has shown that this combined use of more than one representation might help students gain broader, more flexible, and even robust understanding of mathematical concepts (e.g., Ainsworth, Bibby & Wood, 1997; Elia, Gagatsis & Demetriou, 2007 ).”
- The effects of using drawings in developing young children’s mathematical word problem solving: A design experiment with third-grade Hungarian students (2012, unknown): “warranting the research reported below, experiments with fifth graders (English, 1997; Verschaffel & De Corte, 1997b; Verschaffel et al., 1999), interventions with seventh-grade students (Mevarech & Kramarski, 1997; Kramarski, Mevarech & Arami, 2002; Kramarski, Mevarech & Lieberman, 2001) all have e”
- Using diagrams as tools for the solution of non-routine mathematical problems (2009, background): “In a recent study by Elia, Gagatsis, and Demetriou (2007), different types of representation, that is, plain written text, text with pictures, and number line, came out as distinct dimensions of problem solving performance on tasks of the same structure (one-step additive problems) in elementary…”
- The Impact of Illustrations and Warnings on Solving Mathematical Word Problems Realistically (2014, unknown): “This way, students can practice situations of everyday life in which they need their mathematical knowledge, without the trouble of direct contact with the real world (Verschaffel, Greer, & De Corte, 2000). In the past, one major way to bring the real world into the mathematics classroom and to teac”