Multiple representations are widely recognized for their significant role in concept learning. This study aimed to investigate the multiple representation translation skills of high school students at different grade levels about the concept of one-dimensional motion. 239 9th, 10th, and 11th-grade students participated in the study using a…

In the present study, we tested the hypotheses that: a) there are individual differences in secondary students' conceptual and procedural fraction knowledge, and b) these differences are predicted by students' approach (deep vs. surface) to mathematics learning. We used two instruments developed and evaluated for the purposes of the study which…

This paper describes five growth points in linking representations of function developed from a study of secondary school learners. Framed within the cognitivist perspective and process-object conception of function, the growth points were identified and described based on linear and quadratic function tasks learners can do and their strategies…

This is a qualitative study of 22 9th graders performing generalizations on a task involving linear patterns. Our research questions were: What enables/hinders students' abilities to generalize a linear pattern? What strategies do successful students use to develop an explicit generalization? How do students make use of visual and numerical cues…

Young people entering post-secondary institutions or seeking employment generally require senior high school diplomas. There are few jobs available that do not require advanced levels of many kinds of literacy and most employers will consider only those applicants who have completed senior high school, even for entry-level positions. When English…