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dc.contributor.authorGagatsis, Athanasiosen
dc.contributor.authorElia, Iliadaen
dc.contributor.authorKyriakides, Leonidasen
dc.creatorGagatsis, Athanasiosen
dc.creatorElia, Iliadaen
dc.creatorKyriakides, Leonidasen
dc.date.accessioned2017-07-27T10:42:17Z
dc.date.available2017-07-27T10:42:17Z
dc.date.issued2003
dc.identifier.other24832902
dc.identifier.urihttps://gnosis.library.ucy.ac.cy/handle/7/38009
dc.description.abstractThis study focuses on the representations and translations of mathematical relationships that are emphasized and taught at school, and discusses two theoretical models that may explain the pattern and difficulties in translating from one form of representations to another. Data were obtained from 79 students of grade 6. Analyses using structural equation modeling were performed to evaluate the two theoretical models. Results provided support for the hypothesis that multiple representations of mathematical relationships constitute different entities, and thus multiple representations do not by themselves help sixth grade students develop mathematical understanding.en
dc.sourcePME CONFERENCEen
dc.titleThe Nature Of Multiple Representations In Developing Mathematical Relationshipsen
dc.typeinfo:eu-repo/semantics/article
dc.description.volume1
dc.description.issueConf 27en
dc.description.startingpage287
dc.author.facultyΣχολή Κοινωνικών Επιστημών και Επιστημών Αγωγής / Faculty of Social Sciences and Education
dc.author.departmentΤμήμα Επιστημών της Αγωγής / Department of Education
dc.type.uhtypeArticleen
dc.description.notesID: 196093213en
dc.source.otherhttp://worldcat.org
dc.contributor.orcidKyriakides, Leonidas [0000-0002-7859-5126]
dc.contributor.orcidGagatsis, Athanasios [0000-0002-7996-0041]
dc.contributor.orcidElia, Iliada [0000-0002-0072-4178]


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