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Project

Representational adaptivity in mathematical thinking and learning: analysis and improvement.

Among researchers in mathematics education, it is widely claimed that the facility to fluently use multiple representations and flexibly switch between them is a critical component of the skill of solving mathematical problems. The present project aims at empirically testing, through a series of four ascertaining studies and one intervention study, the following general hypotheses: Representational adaptivity is a characteristic of efficient mathematical problem solving and this adaptivity cannot be conceived in terms of task variables alone; Learners mathematical problem solving can be optimally enhanced through instruction that not only pays attention to representational fluency but also gives systematic training of representational adaptivity. These two hypotheses will be tested for one particular topic from the mathematics curriculum, namely . linear functions.
Date:1 Jan 2009 →  31 Dec 2012
Keywords:Instructional Design, Instruction Technology, Mathematics Education, Representations, Adaptivity
Disciplines:General pedagogical and educational sciences, Instructional sciences