Do realistic contexts and graphical representations always have a beneficial impact on students' performance? Negative evidence from a study on modelling non-linear geometry problems

Author： De Bock D.   Verschaffel L.   Janssens D.   Van Dooren W.   Claes K.  

Publisher： Elsevier

ISSN： 0959-4752

Source： Learning and Instruction, Vol.13, Iss.4, 2003-08, pp. : 441-463

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