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

Learning and Instruction

Volumn 13, Issue 4, 2003, Pages 441-463

  De Bock, D ^a,b   Verschaffel, L ^a   Janssens, D ^a   Van Dooren, W ^a   Claes, K ^a  

^a UNIVERSITY OF LEUVEN   (Belgium)

^b Economische Hogeschool Sint Aloysius   (Belgium)

Author keywords

[No Author keywords available]

Indexed keywords

EID: 0037411652     PISSN: 09594752     EISSN: None     Source Type: Journal    
DOI: 10.1016/S0959-4752(02)00040-3     Document Type: Article

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