Visualising mathematical knowledge and understanding
Nutchey, David John (2012) Visualising mathematical knowledge and understanding. International Journal of Information and Education Technology, 2(3).
Contemporary mathematics education attempts to instil within learners the conceptualization of mathematics as a highly organized and inter-connected set of ideas. To support this, a means to graphically represent this organization of ideas is presented which reflects the cognitive mechanisms that shape a learner’s understanding. This organisation of information may then be analysed, with the view to informing the design of mathematics instruction in face-to-face and/or computer-mediated learning environments. However, this analysis requires significant work to develop both theory and practice.
Impact and interest:
Citation counts are sourced monthly from and citation databases.
These databases contain citations from different subsets of available publications and different time periods and thus the citation count from each is usually different. Some works are not in either database and no count is displayed. Scopus includes citations from articles published in 1996 onwards, and Web of Science® generally from 1980 onwards.
Citations counts from theindexing service can be viewed at the linked Google Scholar™ search.
|Item Type:||Journal Article|
|Keywords:||mathematics, reflective abstraction, graphical representation|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)
Australian and New Zealand Standard Research Classification > EDUCATION (130000) > SPECIALIST STUDIES IN EDUCATION (130300) > Educational Technology and Computing (130306)
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Deposited On:||09 Sep 2012 23:22|
|Last Modified:||23 Aug 2016 23:54|
Repository Staff Only: item control page