The impact of illustrations on solving mathematical word problems for Chinese primary school students: evidence for a split attention effect on eye-movement research-Reference-Cited by-同舟云学术

The impact of illustrations on solving mathematical word problems for Chinese primary school students: evidence for a split attention effect on eye-movement research

Published:2022-04-19 Issue:3 Volume:54 Page:555-567
ISSN:1863-9690
Container-title:ZDM – Mathematics Education
language:en
Short-container-title:ZDM Mathematics Education

Author:

Wang Xiaoting,Kang Wu^ORCID,Huang Liuyue,Li Longxi

Publisher

Springer Science and Business Media LLC

Subject

General Mathematics,Education

Link

https://link.springer.com/content/pdf/10.1007/s11858-022-01357-3.pdf

Reference32 articles.

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2. Ayres, P., & Sweller, J. (2005). The split-attention principle in multimedia learning. The Cambridge Handbook of Multimedia Learning, 2, 135–146.

3. Berends, I. E., & Lieshout, E. (2009). The effect of illustrations in arithmetic problem-solving: Effects of increased cognitive load. Learning and Instruction, 19(4), 345–353.

4. Bobis, J., Sweller, J., & Cooper, M. (1994). Demands imposed on primary-school students by geometric models. Contemporary Educational Psychology, 19(1), 108–117.

5. Boonen, A. J., Van der Schoot, M., van Wesel, F., de Vries, M. H., & Jolles, J. (2013). What underlies successful word problem solving? A path analysis in sixth grade students. Contemporary Educational Psychology, 38(3), 271–279.

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