| Type of Document |
Master's Thesis |
| Author |
ADU-GYAMFI, KWAKU , |
| Author's Email Address |
kadugy@unity.ncsu.edu |
| URN |
etd-04022003-213629 |
| Title |
EXTERNAL MULTIPLE REPRESENTATIONS IN MATHEMATICS TEACHING |
| Degree |
Master of Science |
| Graduate Program |
Mathematics Education |
| Advisory Committee |
| Advisor Name |
Title |
| KAREN S. NORWOOD |
Committee Chair |
|
| Keywords |
- flexibility
- functions
- graphical representations
|
| Date of Defense |
2003-04-01 |
| Availability |
unrestricted |
Abstract
An emerging theoretical view on mathematical learning is that utilizing multiple representations in mathematical instruction will empower students during problem solving and at the same time help students develop deeper understanding of mathematical relationships and concepts.
However not everyone in the mathematics education community share this view point, some researchers argue that utilizing multiple representations in mathematics instruction will impair rather than help students to develop understanding of mathematical relations and concepts.
The purpose of the review was to examine and ascertain information from available studies on multiple representations and to assess whether evidence obtained from these studies supported or refuted the assertion that utilizing multiple representations in mathematics teaching enabled students develop deeper understanding of mathematical relationships and problem solving success.
Findings from available research studies on multiple representations indicated that students taught with multiple representations demonstrated deeper understanding of mathematical relations and achieved superior performances during problem solving tasks.
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| Files |
| Filename |
Size |
Approximate Download Time
(Hours:Minutes:Seconds)
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| 28.8 Modem |
56K Modem |
ISDN (64 Kb) |
ISDN (128 Kb) |
Higher-speed Access |
| |
etd.pdf |
345.58 Kb |
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00:00:49 |
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