| scholarly article | Q13442814 |
| P356 | DOI | 10.1007/S10763-012-9389-1 |
| P50 | author | Mark Leikin | Q57412413 |
| Roza Leikin | Q102268280 | ||
| P2093 | author name string | Shelley Shaul | |
| Ilana Waisman | |||
| P2860 | cites work | Guidance during mathematical problem solving. | Q29038949 |
| Why a Diagram is (Sometimes) Worth Ten Thousand Words | Q30473523 | ||
| Representation of number in the brain | Q37463128 | ||
| Numerical representation in the parietal lobes: abstract or not abstract? | Q39951770 | ||
| Information processing models--in search of elementary operations | Q49063760 | ||
| Response time in adults with a history of language difficulties. | Q51935085 | ||
| Cognitive Architecture and Instructional Design | Q55952656 | ||
| Cognitive principles of multimedia learning: The role of modality and contiguity | Q55953835 | ||
| Cognitive load theory, learning difficulty, and instructional design | Q56028746 | ||
| P433 | issue | 5 | |
| P921 | main subject | mathematics education | Q853077 |
| P304 | page(s) | 1049-1066 | |
| P577 | publication date | 2013-03-27 | |
| P1433 | published in | International Journal of Science and Mathematics Education | Q15716485 |
| P1476 | title | EFFECT OF THE PRESENCE OF EXTERNAL REPRESENTATIONS ON ACCURACY AND REACTION TIME IN SOLVING MATHEMATICAL DOUBLE-CHOICE PROBLEMS BY STUDENTS OF DIFFERENT LEVELS OF INSTRUCTION | |
| P478 | volume | 11 |
| Q57524164 | BRAIN ACTIVITY ASSOCIATED WITH TRANSLATION BETWEEN GRAPHICAL AND SYMBOLIC REPRESENTATIONS OF FUNCTIONS IN GENERALLY GIFTED AND EXCELLING IN MATHEMATICS ADOLESCENTS |
| Q57524157 | Brain activity associated with logical inferences in geometry: focusing on students with different levels of ability |
| Q50670006 | Brain activity associated with translation from a visual to a symbolic representation in algebra and geometry. |
| Q57524158 | Does solving insight-based problems differ from solving learning-based problems? Some evidence from an ERP study |
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