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dc.contributor.authorMudaly, Vimolan
dc.date.accessioned2016-07-21T06:39:18Z
dc.date.available2016-07-21T06:39:18Z
dc.date.issued2012
dc.identifier.citationMudaly, V. (2012). Diagrams in mathematics: to draw or not to draw?. Perspectives in Education, 30(2), 22-31.en_ZA
dc.identifier.issn0258-2236 (print)
dc.identifier.issn2519-593X (online)
dc.identifier.urihttp://hdl.handle.net/11660/3551
dc.description.abstractThis paper describes the use of diagrams as self-explanatory tools. It considers the use of diagrams, in general, and more specifically, examines research that is currently being undertaken in the broad field of visualisation. The research participants referred to in this article were Advanced Certificate of Education students and the paper attempts to analyse their responses to questions based on simple area problems in mathematics. The outcome of this research underscores the strategic use of diagrams when dealing with problem solving. While this is an ongoing research project, the paper attempts to capture the current status of research on the use of diagrams.en_ZA
dc.language.isoenen_ZA
dc.publisherFaculty of Education, University of the Free Stateen_ZA
dc.subjectDiagramsen_ZA
dc.subjectRepresentationsen_ZA
dc.subjectVisualisationen_ZA
dc.subjectSpatialen_ZA
dc.subjectSelf-explanationen_ZA
dc.subjectProblem-solvingen_ZA
dc.subjectExperiential learningen_ZA
dc.subjectMathematical symbolsen_ZA
dc.titleDiagrams in mathematics: to draw or not to draw?en_ZA
dc.typeArticleen_ZA
dc.description.versionPublisher's versionen_ZA
dc.rights.holderFaculty of Education, University of the Free Stateen_ZA


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