specific cases, perhaps because student conceptions of form are often rooted in visual prototypes, as noted in the Pegg and Davey and Lehrer et al. investigations. Koedinger also explores the consequences of different forms of teaching assistance and the role of tools for the arguments students develop and strongly suggests, as does Gravemeijer in Part I (chap. 2), that students be guided through their reinvention of concepts.
Collectively, the research reported in this section of the volume takes a wide-angle view of instructional environments and classroom cultures that attempt to promote the development of students' understanding. Again we underline the emphasis in these studies on the importance of building (and valuing) students' informal knowledge and on encouraging students to physically explore geometry in contexts that support reflection, conflict, and generalization.
Biggs, J., & Collis, K. ( 1991). "Multimodal learning and the quality of intelligent behavior". In H. Rowe (Ed.), Intelligence, reconceptualization and measurement (pp. 57-76). Hillsdale, NJ: Lawrence Erlbaum Associates.