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Volumn 100, Issue 8, 2000, Pages 426-439

Earth Vision 2000: Examining Students' Representations of Complex Data Sets

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EID: 0039203604     PISSN: 00366803     EISSN: 19498594     Source Type: Journal    
DOI: 10.1111/j.1949-8594.2000.tb17331.x     Document Type: Article
Times cited : (3)

References (20)
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    • Gee, J.P.1
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    • Greeno, J. G., & Hall, R. P. (1997). Practicing representation: Learning with and without representational forms. Phi Delta Kappan, 78, 361–367.
    • (1997) Phi Delta Kappan , vol.78 , pp. 361-367
    • Greeno, J.G.1    Hall, R.P.2
  • 7
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    • A theory of developing competence with written mathematical symbols
    • Hiebert, J. (1988). A theory of developing competence with written mathematical symbols. Educational Studies in Mathematics, 19, 333–355.
    • (1988) Educational Studies in Mathematics , vol.19 , pp. 333-355
    • Hiebert, J.1
  • 8
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    • Mathematical symbols and representations
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    • Janvier, C., Girardon, C., & Morand, J. (1993). Mathematical symbols and representations. In P. S. Wilson (ed.), Research ideas for the classroom: High school mathematics (pp. 79–102). Reston, VA: National Council of Teachers of Mathematics.
    • (1993) Research ideas for the classroom: High school mathematics , pp. 79-102
    • Janvier, C.1    Girardon, C.2    Morand, J.3
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    • The microevolution of mathematical representations in children's activity
    • Meira, L. (1995). The microevolution of mathematical representations in children's activity. Cognition and Instruction, 13, 269–313.
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    • Meira, L.1
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    • National Research Council. (1996). National science education standards. Washington, DC: National Academy Press.
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    • Students' transition from an engineering model to a science model of experimentation
    • Schauble, L., Klopfer, L., & Raghavan, K. (1991). Students' transition from an engineering model to a science model of experimentation. Journal of Research in Science Teaching, 28, 859–882.
    • (1991) Journal of Research in Science Teaching , vol.28 , pp. 859-882
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  • 19
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    • Songer, N.B.1    Linn, M.C.2


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