Multiple symbolic representations: The combination of formula and text supports problem solving in the mathematical field of propositional logic
Tài liệu tham khảo
Ainsworth, 1999, A functional taxonomy of multiple representations, Computers & Education, 33, 131, 10.1016/S0360-1315(99)00029-9
Ainsworth, 2006, DeFT: A conceptual framework for considering learning with multiple representations, Learning and Instruction, 16, 183, 10.1016/j.learninstruc.2006.03.001
Ainsworth, 2014, The multiple representation principle in multimedia learning, 464
Ainsworth, 2002, Examining the effects of different multiple representational systems in learning primary mathematics, The Journal of the Learning Sciences, 11, 25, 10.1207/S15327809JLS1101_2
Ainsworth, 1998, There is more than one way to solve a problem: Evaluating a learning environment that supports the development of children's multiplication skills, Learning and Instruction, 8, 141, 10.1016/S0959-4752(97)00013-3
Andrá, 2015, Reading mathematics representations: An eye-tracking study, International Journal of Science and Mathematics Education, 13, 237, 10.1007/s10763-013-9484-y
Arndt, 2015, Text-picture integration: How delayed testing moderates recognition of pictorial information in multimedia learning, Applied Cognitive Psychology, 29, 702, 10.1002/acp.3154
Atkinson, 1971, The control of short-term memory, Scientific American, 225, 82, 10.1038/scientificamerican0871-82
Baddeley, 1992, Working memory, Science, 255, 556, 10.1126/science.1736359
Brünken, 2001, Mentale Modelle und Effekte der Präsentations- und Abrufkodalität beim Lernen mit Multimedia, Zeitschrift für Padagogische Psychologie, 15, 15
Butcher, 2014, The multimedia principle, 174
Chandler, 1996, Cognitive load while learning to use a computer program, Applied Cognitive Psychology, 10, 151, 10.1002/(SICI)1099-0720(199604)10:2<151::AID-ACP380>3.0.CO;2-U
Cox, 1995, Supporting the use of external representation in problem solving: The need for flexible learning environments, Journal of Artificial Intelligence in Education, 6, 239
Cromley, 2017, Relation of spatial skills to calculus proficiency: A brief report, Mathematical Thinking and Learning, 19, 55, 10.1080/10986065.2017.1258614
Debellis, 2006, Affect and meta-affect in mathematical problem solving: A representational perspective, Educational Studies in Mathematics, 63, 131, 10.1007/s10649-006-9026-4
Dee-Lucas, 1991, Equations in scientific Proofs: Effects on comprehension, American Educational Research Journal, 28, 661, 10.3102/00028312028003661
Duval, 1999, Representation, vision and visualization: Cognitive functions in mathematical thinking. Basic issues for learning, Vol. I, 3
Duval, 2006, A cognitive analysis of problems of comprehension in a learning of mathematics, Educational Studies in Mathematics, 61, 103, 10.1007/s10649-006-0400-z
Ericsson, 1993, Vol. 3
Hegarty, 1993, Constructing mental models of machines from text and diagrams, Journal of Memory and Language, 32, 717, 10.1006/jmla.1993.1036
Hoffman, 2010, Conceptions of efficiency: Applications in learning and problem solving, Educational Psychologist, 45, 1, 10.1080/00461520903213618
Just, 1980, A theory of reading: From eye fixations to comprehension, Psychological Review, 87, 329, 10.1037/0033-295X.87.4.329
Kalyuga, 2003, The expertise reversal effect, Educational Psychologist, 38, 23, 10.1207/S15326985EP3801_4
Kalyuga, 2000, Incorporating learner experience into the design of multimedia instruction, Journal of Educational Psychology, 92, 126, 10.1037/0022-0663.92.1.126
Kalyuga, 2004, When redundant on-screen text in multimedia technical instruction can interfere with learning, Human Factors, 46, 567, 10.1518/hfes.46.3.567.50405
Kalyuga, 2014, The redundancy principle in multimedia learning, 247
Kaput, 1987, Towards a theory of symbol use in mathematics, 159
Koedinger, 2008, Trade-offs between grounded and abstract representations: Evidence from algebra problem solving, Cognitive Science: A Multidisciplinary Journal, 32, 366, 10.1080/03640210701863933
Koedinger, 2004, The real story behind story problems: Effects of representations on quantitative reasoning, The Journal of the Learning Sciences, 13, 129, 10.1207/s15327809jls1302_1
Kozma, 2003, The material features of multiple representations and their cognitive and social affordances for science understanding, Learning and Instruction, 13, 205, 10.1016/S0959-4752(02)00021-X
Kozma, 1996
Larkin, 1987, Why a diagram is (sometimes) worth ten thousand words, Cognitive Science, 11, 65, 10.1111/j.1551-6708.1987.tb00863.x
Leppink, 2013, Development of an instrument for measuring different types of cognitive load, Behavior Research Methods, 45, 1058, 10.3758/s13428-013-0334-1
Levie, 1982, Effects of text illustrations: A review of research, Educational Communication and Technology, 30, 195, 10.1007/BF02765184
Lindner, 2017, Identifying processes underlying the multimedia effect in testing: An eye-movement analysis, Learning and Instruction, 47, 91, 10.1016/j.learninstruc.2016.10.007
Mason, 2013, Do fourth graders integrate text and picture in processing and learning from an illustrated science text? Evidence from eye-movement patterns, Computers & Education, 60, 95, 10.1016/j.compedu.2012.07.011
Mayer, 2001
Mayer, 2005, Cognitive theory of multimedia learning
Mayer, 2009
Mayer, 2010, Unique contributions of eye-tracking research to the study of learning with graphics, Learning and Instruction, 20, 167, 10.1016/j.learninstruc.2009.02.012
Müller, 2006, Formeln in physikalischen Texten: Einstellung und Textverständnis von Schülerinnen und Schülern, Physik und Didaktik in Schule und Hochschule, 2, 62
Münzer, 2009, Learning from multimedia presentations: Facilitation function of animations and spatial abilities, Learning and Individual Differences, 19, 481, 10.1016/j.lindif.2009.05.001
Nathan, 2002, Representational fluency in middle school: A classroom based study
Paivio, 1986
Plass, 1998, Supporting visual and verbal learning preferences in a second-language multimedia learning environment, Journal of Educational Psychology, 90, 25, 10.1037/0022-0663.90.1.25
Rau, 2017, Conditions for the effectiveness of multiple visual representations in enhancing STEM learning, Educational Psychology Review, 29, 717, 10.1007/s10648-016-9365-3
Rau, 2009, Intelligent tutoring systems with multiple representations and self-explanation prompts support learning of fractions
Rau, 2013, How to use multiple graphical representations to support conceptual learning? Research-based principles in the fractions tutor, 762
Rau, 2015, Successful learning with multiple graphical representations and self-explanation prompts, Journal of Educational Psychology, 107, 30, 10.1037/a0037211
Scheiter, 2015, Signals foster multimedia learning by supporting integration of highlighted text and diagram elements, Learning and Instruction, 36, 11, 10.1016/j.learninstruc.2014.11.002
Schnotz, 2005, Integrated model of text and picture comprehension, 49
Schnotz, 2010, Reanalyzing the expertise reversal effect, Instructional Science, 38, 315, 10.1007/s11251-009-9104-y
Schnotz, 2014, Integrated model of text and picture comprehension, 174
Schnotz, 2003, Construction and interference in learning from multiple representation, Learning and Instruction, 13, 141, 10.1016/S0959-4752(02)00017-8
Schüler, 2017, Investigating gaze behavior during processing of inconsistent text-picture information: Evidence for text-picture integration, Learning and Instruction, 49, 218, 10.1016/j.learninstruc.2017.03.001
Schweppe, 2015, The multimedia effect and its stability over time, Learning and Instruction, 38, 24, 10.1016/j.learninstruc.2015.03.001
Seufert, 2003, Supporting coherence formation in learning from multiple representations, Learning and Instruction, 13, 227, 10.1016/S0959-4752(02)00022-1
Seufert, 2006, Cognitive load and the format of instructional aids for coherence formation, Applied Cognitive Psychology, 20, 321, 10.1002/acp.1248
Seufert, 2007, The impact of intrinsic cognitive load on the effectiveness of graphical help for coherence formation, Computers in Human Behavior, 23, 1055, 10.1016/j.chb.2006.10.002
She, 2009, The impact of multimedia effect on science learning: Evidence from eye movements, Computers & Education, 53, 1297, 10.1016/j.compedu.2009.06.012
Van Gog, 2005, Uncovering the problem-solving process: Cued retrospective reporting versus concurrent and retrospective reporting, Journal of Experimental Psychology: Applied, 11, 237
Van Gog, 2010, Eye tracking as a tool to study and enhance multimedia learning, Learning and Instruction, 20, 95, 10.1016/j.learninstruc.2009.02.009
Vekiri, 2002, What is the value of graphical displays in learning?, Educational Psychology Review, 14, 261, 10.1023/A:1016064429161
Yerushalmy, 1991, Student perceptions of aspects of algebraic function using multiple representation software, Journal of Computer Assisted Learning, 7, 42, 10.1111/j.1365-2729.1991.tb00223.x