Abstract
We conducted a user study that explored the relationship between students’ usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.
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Grawemeyer, B., Mavrikis, M., Mazziotti, C., Hansen, A., van Leeuwen, A., Rummel, N. (2017). Exploring Students’ Affective States During Learning with External Representations. In: André, E., Baker, R., Hu, X., Rodrigo, M., du Boulay, B. (eds) Artificial Intelligence in Education. AIED 2017. Lecture Notes in Computer Science(), vol 10331. Springer, Cham. https://doi.org/10.1007/978-3-319-61425-0_53
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DOI: https://doi.org/10.1007/978-3-319-61425-0_53
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