Guided Inquiry learning of fractions – a representational approach
Abstract
We present a theoretical model of a representational approach to inquiry based learning (IBL) in this paper. In IBL-environments, students investigate a mathematical domain by using multiple representations such as dynamic simulations and hands-on material guided by specially designed textbooks. In the empirical part, we describe a study focussing on self-generated representations by students with the aim of representing procedures and results.
Origin : Publisher files allowed on an open archive
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