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Yuri Uesaka
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2020 – today
- 2023
- [c14]Shun Saso, Motonori Oka, Yuri Uesaka:
Development of Assessment Tools for Depth of Understanding Quantitatively with Cognitive Diagnostic Models. FICC (1) 2023: 766-774 - 2022
- [c13]Yuri Uesaka, Tsubasa Kurosawa, Kazumasa Furuya, Shigeru Yanagimoto, Mengshi Liu
, Satomi Shiba, Nao Uchida:
Explaining with Diagrams for Promoting Deeper Learning: School Practice to Integrate Knowledge Across Subjects. Diagrams 2022: 368-372 - 2021
- [c12]Yuri Uesaka, Shun Saso, Takeshi Akisawa:
How Can We Statistically Analyze the Achievement of Diagrammatic Competency from High School Regular Tests? Diagrams 2021: 562-566
2010 – 2019
- 2016
- [c11]Emmanuel Manalo
Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students' Written Work? Diagrams 2016: 157-171 - [c10]Yuri Uesaka, Mika Igarashi, Rei Suetsugu:
Promoting Multi-perspective Integration as a 21st Century Skill: The Effects of Instructional Methods Encouraging Students' Spontaneous Use of Tables for Organizing Information. Diagrams 2016: 172-186 - [e1]Mateja Jamnik, Yuri Uesaka, Stephanie Elzer Schwartz:
Diagrammatic Representation and Inference - 9th International Conference, Diagrams 2016, Philadelphia, PA, USA, August 7-10, 2016, Proceedings. Lecture Notes in Computer Science 9781, Springer 2016, ISBN 978-3-319-42332-6 [contents] - 2014
- [c9]Emmanuel Manalo
Students' Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed. Diagrams 2014: 78-92 - [c8]Yuri Uesaka, Emmanuel Manalo
How Communicative Learning Situations Influence Students' Use of Diagrams: Focusing on Spontaneous Diagram Construction and Protocols during Explanation. Diagrams 2014: 93-107 - 2012
- [c7]Emmanuel Manalo
Elucidating the Mechanism of Spontaneous Diagram Use in Explanations: How Cognitive Processing of Text and Diagrammatic Representations Are Influenced by Individual and Task-Related Factors. Diagrams 2012: 35-50 - [c6]Yuri Uesaka, Emmanuel Manalo
Are Teachers Aware of Students' Lack of Spontaneity in Diagram Use? Suggestions from a Mathematical Model-Based Analysis of Teachers' Predictions. Diagrams 2012: 312-314 - 2011
- [c5]Yuri Uesaka, Emmanuel Manalo:
The Effects of Peer Communication with Diagrams on Students' Math Word Problem Solving Processes and Outcomes. CogSci 2011 - 2010
- [c4]Yuri Uesaka, Emmanuel Manalo
The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems. Diagrams 2010: 197-211 - [c3]Yuri Uesaka, Emmanuel Manalo
Erratum: The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems. Diagrams 2010: E1
2000 – 2009
- 2008
- [c2]Yuri Uesaka, Emmanuel Manalo
School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving. Diagrams 2008: 437-439 - 2006
- [c1]Yuri Uesaka, Emmanuel Manalo
Active Comparison as a Means of Promoting the Development of Abstract Conditional Knowledge and Appropriate Choice of Diagrams in Math Word Problem Solving. Diagrams 2006: 181-195
Coauthor Index
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