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A model on the cognitive and affective factors for the use of representations at the learning of decimals
(2010)
In a previous article of the same journal, we have discussed the interrelations of students' beliefs and self-efficacy beliefs for the use of representations and their respective cognitive performance on the learning of ...
The structure of students' beliefs about the use of representations and their performance on the learning of fractionsEducational Psychology
(2009)
Cognitive development of any concept is related with affective development. The present study investigates students' beliefs about the use of different types of representation in understanding the concept of fractions and ...
Fostering representational flexibility in the mathematical working space of rational numbers
(2016)
The study focuses on the cognitive level of Mathematical Working Space (MWS) and the component of the epistemological level related to semiotic representations in two mathematical domains of rational numbers: fraction and ...
Pupils' visual representations in standard and problematic problem solving in mathematics: Their role in the breach of the didactical contract
(2009)
This study investigated the modes of representations generated by kindergarteners and first graders while solving standard and problematic problems in mathematics. Furthermore, it examined the influence of pupils' visual ...
Representational Flexibility and Problem-Solving Ability in Fraction and Decimal Number Addition: A Structural Model
(2016)
The aim of this study was to propose and validate a structural model in fraction and decimal number addition, which is founded primarily on a synthesis of major theoretical approaches in the field of representations in ...