Using Computer-Assisted Multiple Representations in Learning Geometry Proofs
暂无分享,去创建一个
[1] Xiao-Shan Gao,et al. An Introduction to Geometry Expert , 1996, CADE.
[2] Hans Spada,et al. Acquiring knowledge in science and mathematics : the use of multiple representations in technology based learning environments , 1998 .
[3] Vinicio Villani,et al. Perspectives on the teaching of geometry for the 21st century : an ICMI study , 1998 .
[4] Masataka Koyama,et al. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (PME) (24th, Hiroshima, Japan, July 23-27, 2000), Volume 4. , 2000 .
[5] John Sweller,et al. Cognitive Load During Problem Solving: Effects on Learning , 1988, Cogn. Sci..
[6] R. Mayer,et al. For whom is a picture worth a thousand words? Extensions of a dual-coding theory of multimedia learning. , 1994 .
[7] David C. Webb,et al. Learning by Understanding: The Role of Multiple Representations in Learning Algebra , 1995 .
[8] R. Kozma. Technology and Classroom Practices , 2003 .
[9] Shih-Hung Wu,et al. LIM-G: Learner-initiating instruction model based on cognitive knowledge for geometry word problem comprehension , 2007, Comput. Educ..
[10] C. Hoyles,et al. A Study of Proof Conceptions in Algebra , 2000 .
[11] Shaaron Ainsworth,et al. The functions of multiple representations , 1999, Comput. Educ..
[12] R. Kozma. Technology and Classroom Practices : An International Study , 2003 .
[13] Kurt VanLehn,et al. Advanced Geometry Tutor: An intelligent tutor that teaches proof-writing with construction , 2005, AIED.
[14] S. Ainsworth. DeFT: A Conceptual Framework for Considering Learning with Multiple Representations. , 2006 .
[15] D. Wood,et al. Help seeking, learning and contingent tutoring , 1999, Comput. Educ..
[16] A. Su,et al. The National Council of Teachers of Mathematics , 1932, The Mathematical Gazette.
[17] Patricia Charlton,et al. Conference on Artificial Intelligence in Education , 2009 .
[18] Shaaron Ainsworth,et al. Applying the DeFT Framework to the Design of Multi-Representational Instructional Simulations , 2001 .
[19] D. Chazan. High school geometry students' justification for their views of empirical evidence and mathematical proof , 1993 .
[20] Wolfgang Schnotz,et al. Commentary: Towards an Integrated View of Learning from Text and Visual Displays , 2002 .
[21] Merlyn J. Behr,et al. Representations and translations among representations in mathematics learning and problem solving , 1987 .
[22] Douglas H. Clements,et al. Geometry and spatial reasoning. , 1992 .
[23] Claude Janvier. Problems of representation in the teaching and learning of mathematics , 1987 .
[24] Fou-Lai Lin,et al. A model of reading comprehension of geometry proof , 2008 .
[25] Judy Kay,et al. Proceedings of the 15th international conference on Artificial intelligence in education , 2011 .
[26] Ying-Shao Hsu. 'Lesson Rainbow': the use of multiple representations in an Internet-based, discipline-integrated science lesson , 2006, Br. J. Educ. Technol..
[27] R. Lesh,et al. Acquisition of mathematics concepts and processes , 1983 .
[28] Richard Lesh,et al. Rational number concepts , 1983 .
[29] John R. Anderson,et al. Effective Use of Intelligent Software in High School Math Classrooms , 1993 .
[30] Douglas A. Grouws,et al. Handbook of research on mathematics teaching and learning , 1992 .
[31] Raymond Duval,et al. Basic Issues for Research in Mathematics Education. , 2000 .
[32] S. Ainsworth,et al. Multiple Forms of Dynamic Representation. , 2004 .
[33] Tina Seufert. Supporting Coherence Formation in Learning from Multiple Representations , 2003 .
[34] Kenneth Epstein,et al. Intelligent instructional systems: teachers and computer-based intelligent tutoring systems , 1990 .
[35] T. Jong,et al. Supporting students' learning with multiple representations in a dynamic simulation-based learning environment , 2006 .