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Boaler, J., Chen, L., Williams, C., & Cordero, M. (2016). Seeing as understanding: The importance of visual mathematics for our brain and learning. Journal of Applied & Computational Mathematics, 5(5), 1-17.
Booth, J. L., & Koedinger, K. R. (2012). Are diagrams always helpful tools? Developmental and individual differences in the effect of presentation format on student problem solving. British Journal of Educational Psychology, 82(3), 492-511.
Gersten, R., Beckmann, S., Clarke, B., Foegen, A., Marsh, L., Star, J. R., & Witzel, B. (2009). Assisting students struggling with mathematics: Response to Intervention (RtI) for elementary and middle schools (NCEE 2009-4060). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education.
Hudson, T. (2017). Six strategies to reach, teach, and close math gaps for Latino English language learners in elementary and middle school. Bellevue, WA: DreamBox Learning.
Kirsh, D. (2005). Metacognition, distributed cognition and visual design. In P. Gardenfors & P. Johansson (Eds.), Cognition, education, and communication technology (pp. 147-180). Mahwah, NJ: L. Erlbaum Associates.
Langrall, C.W., Makar, K., Nilsson, P., & Shaughnessy, J.M. (2017) Teaching and learning probability and statistics: An integrated perspective. In Cai, J. (Ed.), Compendium for research in mathematics education (pp. 490-525). Reston, VA: National Council of Teachers of Mathematics.
Rapp, W. H. (2009). Avoiding math taboos: Effective math strategies for visual-spatial learners. Teaching Exceptional Children Plus, 6(2), Article 4.
Willis, J. (2006). _Research-based strategies to ignite student learning. _Alexandria, VA: ASCD.
Woodward, J. (2006). Developing automaticity in multiplication facts: Integrating strategy instruction with timed practice drills. Learning Disability Quarterly, 29(4), 269-289.