Abstract

Considers individual students' progress as they use tools, discuss data distributions, and interact with teachers and their peers. Suggests that data display tools provide a partial context for discussions but do not constrain the students' interpretations or the way they reason about the data. (Author/MM)

Citation

Schliemann, A.D. (2002). Representational Tools and Mathematical Understanding. Journal of the Learning Sciences, 11(2), 301. Retrieved August 9, 2024 from https://www.learntechlib.org/p/165503/.

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Keywords

• Cognitive Processes
• Concept Formation
• Data Analysis
• Data Interpretation
• learning strategies
• learning theories
• Middle Schools
• secondary education