Incorporating visual representations, rather than strictly relying on symbolic representations, is a research-based strategy for supporting fraction learning. However, students must also make transitions between visual and symbolic fraction representations to apply the conceptual understanding they gained from visual representations to symbolic…

This article investigates how a computer simulator for human interactions and a dyadic system in a pencil-and-paper environment can contribute to helping students with poor motor co-ordination, notably those with dyspraxia, to learn geometry. The aim is to design an alternative way to teach the subject, and to explore its effects on the learning…