Supporting primary school students’ reasoning about motion graphs through physical experiences
Open Access
- 3 September 2019
- journal article
- research article
- Published by Springer Nature in ZDM – Mathematics Education
- Vol. 51 (6) , 899-913
Abstract
No abstract availableKeywords
Funding Information
- Nationaal Regieorgaan Onderwijsonderzoek (405-14-303)
This publication has 32 references indexed in Scilit:
- Embodied Learning Environments for Graphing Motion: a Systematic Literature ReviewEducational Psychology Review, 2019
- Assessing and Understanding Line Graph Interpretations Using a Scoring Rubric of Organized Cited FactorsJournal of Science Teacher Education, 2014
- Supporting Fourth Graders’ Ability to Interpret Graphs Through Real-Time Graphing Technology: A Preliminary StudyJournal of Science Education and Technology, 2011
- Defining Twenty-First Century Skills2011
- Grounded Cognition: Past, Present, and FutureTopics in Cognitive Science, 2010
- Emergent modeling: discrete graphs to support the understanding of change and velocityZDM – Mathematics Education, 2008
- Embodied Semiotic Activities and Their Role in the Construction of Mathematical Meaning of Motion GraphsInternational Journal of Computers for Mathematical Learning, 2008
- Modelling Body Motion: an Approach to Functions Using Measuring Instruments2007
- Assessing students' abilities to construct and interpret line graphs: Disparities between multiple‐choice and free‐response instrumentsScience Education, 1994
- Graphing Skills Among High School Physics StudentsSchool Science and Mathematics, 1993