NotesFAQContact Us
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1090118
Record Type: Journal
Publication Date: 2012
Pages: 2
Abstractor: ERIC
ISSN: ISSN-1479-4802
The Relationship between Students' Mathematical Thinking Types and Representation Preferences in Definite Integral Problems
Sevimli, Eyup; Delice, Ali
Research in Mathematics Education, v14 n3 p295-296 2012
Students' cognitive differences in problem solving have been the focus of much research. One classification of these differences is related to whether visualisation is used. Like mathematical thinking differences, multiple representation preferences are important when considering individual differences. Choosing an appropriate representation is an important step to successful problem solving. Students have difficulties when choosing an appropriate representation. The reason for these difficulties is the differences in the students' thinking. Therefore, it is necessary to explore the relationship between preferred representation types and differences in mathematical problem-solving processes. The main research question of this study is related to the effect of input representations in the problem statement on students' choices. This study identifies students' representation preferences and presents a perspective for future studies on the relationship between mathematical thinking type and multiple representations.
Routledge. Available from: Taylor & Francis, Ltd. 325 Chestnut Street Suite 800, Philadelphia, PA 19106. Tel: 800-354-1420; Fax: 215-625-2940; Web site:
Publication Type: Journal Articles; Reports - Research
Education Level: Higher Education; Postsecondary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A