Learning by understanding: The role of multiple representations in learning algebra

被引：105

作者：

Brenner, ME

Mayer, RE

Moseley, B

Brar, T

Duran, R

Reed, BS

Webb, D

机构：

[1] UNIV CALIF SANTA BARBARA, DEPT PSYCHOL, SANTA BARBARA, CA 93106 USA

[2] UNIV CALIF SANTA BARBARA, GRAD SCH EDUC, SANTA BARBARA, CA 93106 USA

来源：

AMERICAN EDUCATIONAL RESEARCH JOURNAL | 1997年 / 34卷 / 04期

关键词：

D O I：

10.3102/00028312034004663

中图分类号：

G40 [教育学];

学科分类号：

040101 ; 120403 ;

摘要：

Prealgebra students learned about functions in a unit that emphasized (a) representing problems in multiple formats, (b) anchoring learning in a meaningful thematic context, and (c) problem-solving processes in cooperative groups. In posttest results treatment students were more successful in representing and solving a function word problem and were better at problem representation tasks such as translating word problems into tables and graphs than were comparison students. Similar results were found for students who spoke English as a second language.

引用

页码：663 / 689

页数：27