Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems - Concepedia

Concepedia

Publication | Open Access

Do realistic contexts and graphical representations always have a beneficial impact on students’ performance? Negative evidence from a study on modelling non-linear geometry problems

DOI Full Paper Access

93

Citations

25

References

2003

Year

Dirk De Bock, Lieven Verschaffel, Dirk Janssens, Wim Van Dooren, Kasper Claes

Learning and Instruction

Do Realistic ContextsMathematics EducationGeometryStudent LearningGeometric RepresentationEducationNon-linear Geometry ProblemsSecondary Mathematics EducationGraphical Representations

References

	Year	Citations

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