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Research in Mathematics Education Volume 20, 2018 - Issue 1
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Word problems versus image-rich problems: an analysis of effects of task characteristics on students’ performance on contextual mathematics problems

Kees HooglandResearch Centre for Learning and Innovation, Utrecht University of Applied Sciences, Utrecht, The NetherlandsORCID Iconhttp://orcid.org/0000-0002-0650-6999View further author information
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Birgit PepinEindhoven School of Education, Eindhoven University, Eindhoven, The NetherlandsCorrespondence[email protected]
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Jaap de KoningSEOR, Erasmus University Rotterdam, Rotterdam, The NetherlandsView further author information
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Arthur BakkerFreudenthal Institute, Utrecht University, Utrecht, The NetherlandsView further author information
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Koeno GravemeijerEindhoven School of Education, Eindhoven University, Eindhoven, The NetherlandsView further author information
Pages 37-52 | Received 12 Feb 2016, Accepted 25 Nov 2017, Published online: 27 Feb 2018

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Simone Passarella. (2022) Supporting emergent modelling by implementing model eliciting activities: the case of 3D-Euclidean geometry. Research in Mathematics Education 24:3, pages 347-366.
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Nick Andrews. (2020) Characterising the shape of mathematics teaching decisions made over time: an application of tri-polar analysis. Research in Mathematics Education 22:3, pages 329-346.
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Anneli Dyrvold. (2020) Relations between semiotic resources in mathematics tasks: a source of students' difficulties. Research in Mathematics Education 22:3, pages 265-283.
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Virginia Clinton & Candace Walkington. (2019) Interest-enhancing approaches to mathematics curriculum design: Illustrations and personalization. The Journal of Educational Research 112:4, pages 495-511.
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