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Santulli, Tom – Mathematics Teaching in the Middle School, 2009
These problems and activities have been used to demonstrate the uses of multiple representations as well as provide opportunities for students to practice using multiple representations in solving problems. (Contains 3 figures and 2 tables.)
Descriptors: Educational Opportunities, Word Problems (Mathematics), Problem Solving, Symbolic Language
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Schonborn, Konrad J.; Anderson, Trevor R. – Biochemistry and Molecular Biology Education, 2010
External representations (ERs), such as diagrams, animations, and dynamic models are vital tools for communicating and constructing knowledge in biochemistry. To build a meaningful understanding of structure, function, and process, it is essential that students become visually literate by mastering key cognitive skills that are essential for…
Descriptors: Biochemistry, Visual Literacy, Thinking Skills, Influences
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Ping, Raedy M.; Goldin-Meadow, Susan – Developmental Psychology, 2008
Including gesture in instruction facilitates learning. Why? One possibility is that gesture points out objects in the immediate context and thus helps ground the words learners hear in the world they see. Previous work on gesture's role in instruction has used gestures that either point to or trace paths on objects, thus providing support for this…
Descriptors: Symbolic Language, Nonverbal Communication, Pretests Posttests, Models
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Radford, Luis; Puig, Luis – Educational Studies in Mathematics, 2007
Before the advent of symbolism, i.e. before the end of the 16th Century, algebraic calculations were made using natural language. Through a kind of metaphorical process, a few terms from everyday life (e.g. thing, root) acquired a technical mathematical status and constituted the specialized language of algebra. The introduction of letters and…
Descriptors: Syntax, Problem Solving, Algebra, Semiotics
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Mottron, L.; Lemmens, K.; Gagnon, L.; Seron, X. – Journal of Autism and Developmental Disorders, 2006
The possible use of a calendar algorithm was assessed in DBC, an autistic "savant" of normal measured intelligence. Testing of all the dates in a year revealed a random distribution of errors. Re-testing DBC on the same dates one year later shows that his errors were not stable across time. Finally, DBC was able to answer "reversed" questions that…
Descriptors: Autism, Intelligence Tests, Mental Disorders, Problem Solving
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Cohen, Sophia R. – Child Development, 1985
Used descriptive analysis and a forced choice task to investigate childrens' and adults' production, interpretation, and judgment of notation. Results showed that young children may not impose the same symbol-meaning structure at decoding that was proposed at encoding. Only after this ability develops does a preference for one form-one function…
Descriptors: Children, Cognitive Development, Encoding (Psychology), Language Acquisition
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McMullen, Mary Benson – Young Children, 1998
Discusses development of symbolic thinking in toddlers as a step in language acquisition and skill development. Examines means of encouraging this symbolic problem solving, such as setting the stage for problems, helping children plan problem-solving strategies, and encouraging children in self-evaluating their skills. Examines development of…
Descriptors: Developmental Stages, Language Acquisition, Language Skills, Literacy Education
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Sutherland, Rosamund; Rojano, Teresa – Journal of Mathematical Behavior, 1993
This longitudinal study investigated the ways in which two groups of eight students used spreadsheets to represent and solve algebra problems and related this to their previous arithmetical experiences and evolving use of symbolic language. The spreadsheet environment supported students to move from specific to general thinking. Includes story…
Descriptors: Algebra, Case Studies, Computer Uses in Education, Concept Formation