This study aims to examine the changes in students' mental constructions of function transformation based on the designed activities, classroom discussions, exercises (ACE) teaching cycle in the light of the action, process, object, schema (APOS) theoretical framework. The study was conducted by seven volunteer students who were enrolled in…

Multilingual instruction takes many shapes and forms depending on the affordances and limitations of the context in which it is implemented. Because multilingual instruction is often context-specific, it has to be designed in collaboration with local stakeholders and developed through multiple implementations in the context. While the field of…

Learning with instructional animations may overstretch limited working memory resources due to intense processing demands associated with transient information. The authors investigated whether explicit instructional advice coupled with a task-specific learner control mechanism (such as a timeline scrollbar) could facilitate the successful…

Graphical representations (GRs) of the learning content are often used for instruction (Ainsworth, 2006). When used in learning technology, GRs can be especially useful since they allow for interactions across representations that are physically impossible, for instance by dragging and dropping symbolic statements into a chart that automatically…