Guest blog by Dr. Jeremy Roschelle, Digital Promise, @roschelle63 Summary: When integrated with curriculum and pedagogy, visual representations that change in time can improve students’ conceptual understanding of mathematics. To understand mathematics, students need to connect ideas. For example, the slope of a line is often given as a number — the m in y…
A. Paivio. Draft chapter presented at the conference on Pathways to Literacy Achievement for High Poverty Children at The University of Michigan School of Education, (2006)
M. Suwa, and B. Tversky. Design studies, 18 (4):
385-403(1997)"sketches serve as a 'perceptual interface' through which one can discover non-visual functional relations underlying the visual features." p 401.
N. Mousoulides, and G. Philippou. Proceedings of the Fourth Congress of the European Society for Research in Mathematics Education, page 1061-1070. (2005)
G. Davis, and M. Mcgowen. proceedings of the Annual Meeting of the 26th Annual Meeting of the International Group for the Psychology of Mathematics Education (PME), 2, page 273-280. Norwich, UK, University of Norwich, (July 2002)