When learners solve problems they often create an external representation to organize the
information given in the problem statement, to translate this problem description into underlying
domain terms, and to complete this with knowledge they already have. This representation is subsequently used to solve the problem. For creating such a representation learners have many formats available: text, diagrams, formulas, and the like. The choice for a speci fi c representation format partly determines the solution strategy that is triggered. Today, technology supported representations have become available that extend the possibilities for learners. Technology can be used to present different but connected representations, to adapt the representation to the problem solving phase and to add aspects such as dynamics, rei fi ed objects, three dimensional (3D) representations, and haptic experiences. These new representational formats open new affordances but also create new challenges for learning. In this chapter the different affordances that representational formats offer are explored with an emphasis on modern technology supported representations.
|Title of host publication||Handbook of research on educational communications and technology|
|Editors||J. Michael Spector, M. David Merrill, Jan Elen, M.J. Bishop|
|Place of Publication||New York|
|Number of pages||8|
|Publication status||Published - 2014|