NSF-RED-9553902, From Pictures to Scientific Representations: A Study of Meta-Representational Competence.
2-1996 to 8-2001

Azevedo, F. S. (2000). Designing representations of terrain: A study in meta-representational competence. Journal of Mathematical Behavior, 19(4), 423-480.

diSessa, A. A. (2001). Inventing Graphing: A Video Case Study. Unpublished CD. Berkeley, CA: The Graduate School of Education, Berkeley, Boxer Group. (Available for researchers, teachers and teacher trainers, on request.)

diSessa, A. A. (in press). Students’ criteria for representational adequacy. In K. Gravemeijer, R. Lehrer, B. van Oers, & L. Verschaffel (Eds.), Symbolizing, modeling and tool use in mathematics education. Dortrecht: Kluwer.

diSessa, A. A. (in press). Meta-representation: Native competence and targets for instruction. In S. Strauss (Ed.), The development of notational representations. Oxford: Oxford University Press.

diSessa, A. A., & Minstrell, J.  (1998).  Cultivating conceptual change with benchmark lessons.  In J. G. Greeno & S. V. Goldman (Eds.), Thinking Practices in Mathematics & Science Learning (pp. 155-187).  Mahwah, NJ: Lawrence Erlbaum Associates.

diSessa, A. A. & Sherin, B. (2000). Meta-representation: An introduction. Journal of Mathematical Behavior, 19(4), 385-398.

Elby, A. (2000). What students’ learning about representations tells us about constructivism. Journal of Mathematical Behavior, 19(4), 481-502.

Granados, R. (2000). Constructing intersubjectivity in representational design. Journal of Mathematical Behavior, 19(4), 503-530.

Sherin, B. (2000). How students invent representations of motion. Journal of Mathematical Behavior, 19(4), 399-441.

A bibliography of Boxer Papers by grant number can be found in the Boxer Bibliography.