Traces a student's use of different types of imagery over an extended period of time in order to determine why the student seldom used imagery to solve problems. Concludes that for most of her school life, the student had been able to rely on analytic processing to complete mathematical tasks and could do so quite successfully. (Contains 30…

The graphing calculator affords the student in analysis a powerful tool to extend visualization, which was previously limited to textbook illustrations and time-consuming constructions. Provides illustrative examples used in initial classroom presentations of several topics including convergence and in student explorations of these topics. (ASK)

Presents four activities in which students cut out and assemble pieces to create Celtic designs. (ASK)

Introduces a new method for the visualization of information retrieval called TOFIR (Tool of Facilitating Information Retrieval). Discusses the use of angle attributes of a document to construct the angle-based visual space; two-dimensional and three-dimensional visual tools; ambiguity; and future research directions. (Author/LRW)

Presents three geometric problems from a workshop for in-service algebra teachers to help them make connections between the mathematical concepts that they know and the drawings that they were required to display on their graphing calculators. (ASK)

Presents a case study that aimed to obtain information on students' mathematical comprehension levels and on whether students may or may not make use of visualization processes in solving mathematical problems. Discovers students' beliefs about teaching and learning processes in general, and mathematics in particular. (Contains 25 references.)…

Hypothesizes that the construction of visual models, resolution of these visual models with numeric models and, in many cases, rejection of commitments such as the belief in one true velocity, are necessary for students to form integrated mental models of relative motion events. Studies high school students' relative motion problem solving.…

Presents a framework for interface design that provides people with flexible control over different views for an information space, particularly on the World Wide Web. The agileviews framework defines overviews, previews, reviews, peripheral views, and shared views that help people make decisions about where they should focus attention during…

Makes the case that geologic fieldwork requires more than knowledge of basic skills learned in the standard undergraduate curriculum. Argues that synthesis of the skills into a schema must be done before one can address the kinds of problems that arise when doing field investigations. Argues for the use of descriptive geometry and trigonometry in…

Data from observations of cabinetmaking apprentices and masters were used to examine the structure of craft knowledge. Tacit transmission of knowledge and nonverbal modeling are the essence of apprenticeship, which is at odds with the current construction of skill learning as acquisition rather than transmission. (SK)

Uses different illustrations with simple line drawings in the word "QUIZ" as clues for students prior to taking tests. (YDS)

Describes a pilot study investigating possible differences between learner retention of anatomical information when presented in digital two-dimensional and digital three-dimensional format. Art students (n=36) were randomly assigned to the two-dimensional and three-dimensional treatments. No significant differences in test scores resulted.…

Different visualization techniques have been used for teaching chemistry concepts. Previous studies have shown that when molecular animations and video demonstrations are used, students seem to better correlate all three levels of representation: macroscopic, submicroscopic, and symbolic. This thinking process allows the students to improve their…

It has been suggested that predictive and bridging inferences are generated at different levels of text representation: predictive inferences at a reader's situation model and bridging inferences at a reader's propositional textbase (Fincher-Kiefer, 1993, 1996; McDaniel, Schmalhofer, & Keefe, 2001; Schmalhofer, McDaniel, & Keefe, 2002). Recently,…

This meta-analytic study is unique and significant in that all the 1,341 learners in 11 studies completed the Group Embedded Figures Test (GEFT), interacted with the same instructional module, and completed the same five criterion tests measuring different types of educational objectives. Studies varied in presentation mode and type of independent…