Exploring Students’ Affective States During Learning with External Representations
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We conducted a user study that explored the relationship between students’ usage of multiple external representations and their affective states during fractions learning. We use the affective states of the student as a proxy indicator for the ease of reasoning with the representation. Extending existing literature that highlights the advantages of learning with multiple external representations, our results indicate that low-performing students have difficulties in reasoning with representations that do not fully accommodate the fraction as a part-whole concept. In contrast, high-performing students were at ease with a range of representations, including the ones that vaguely involved the fraction as part-whole concept.
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