Examining the Effects of Different Multiple Representational Systems in Learning Primary Mathematics

By Shaaron E. Ainsworth, Peter A. Bibby, David Wood. 2002

311 citations recorded by the source corpus.

Subfields: Education, Experimental and Cognitive Psychology

View Paper: https://www.semanticscholar.org/paper/c76ae1300a704ca24014bab9fd38b5b5b48f0d5a

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In Education

In Experimental and Cognitive Psychology

Citations in the corpus

How to make ‘more’ better? Principles for effective use of multiple representations to enhance students’ learning about fractions (2017, background): “Third, because students tend to focus on surface features instead of conceptually relevant features (Ainsworth et al. 2002; Rau et al. 2014), they need assistance in identifying relevant perceptual features (guideline 3.”
Multiple Forms of Dynamic Representation. (2004, methodology): “In this paper, we will draw all examples from a simulation of population dynamics (see Van Labeke & Ainsworth, 2002).”
Concreteness Fading in Mathematics and Science Instruction: a Systematic Review (2014, background): “Further, learners may struggle to understand how the representations are related to one another and fail to extract key concepts (e.g., Ainsworth et al. 2002).”
Physically Distributed Learning: Adapting and Reinterpreting Physical Environments in the Development of Fraction Concepts (2005, background): “One idea is that exposure to multiple representations generates better understanding of underlying mathematical principles (Ainsworth et al., 2002; Moreno & Mayer, 1997).”
Designing for Productive Failure (2012, background): “In addition, we also expected that because PF students would have generated and explored a variety of RSMs, they would also demonstrate better representational flexibility in solving problems on average speed on the posttest ( Ainsworth, Bibby, & Wood, 2002 ; Lesh, 1999 ).”
DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. (2006, background): “Ainsworth, Bibby, and Wood (2002) compared children learning estimation with two representations, either mathematical, pictorial or a mixed system of one pictorial and mathematical representation.”
Instructional Aids to Support a Conceptual Understanding of Multiple Representations. (2009, background): “MERs often do not provide the expected benefits, especially because the learners do not integrate the different representations (see Ainsworth et al., 1998, 2002; for an overview, see also Ainsworth, 2006).”
The Educational Value of Multiple-representations when Learning Complex Scientific Concepts (2008, background): “Ainsworth, Bibby and Wood (2002) contrasted children learning estimation with two representations, either mathematical, pictorial or a mixed system”
How multiple external representations are used and how they can be made more useful (2009, background): “Ainsworth, Bibby, and Wood (2002) compared children learning how to estimate using either mathematical representations, pictorial representations or a mixture of both.”