@article{ladel_realisations_2009,
	title = {Realisations of {MERS} ({Multiple} {Extern} {Representations}) and {MELRS} ({Multiple} {Equivalent} {Linked} {Representations}) in {Elementary} {Mathematics} {Software}},
	url = {http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg7-01-ladel.pdf},
	abstract = {{\textless}div class="page" title="Page 1"{\textgreater} {\textless}div class="layoutArea"{\textgreater} {\textless}div class="column"{\textgreater} {\textless}p{\textgreater}{\textless}span style="font-size: 14.000000pt; font-family: ’TimesNewRomanPS’; font-style: italic"{\textgreater}Assumptions of multiple mental representations lead to the presumption of an enhanced mathematical learning, especially of the process of internalization, due to MERs (Ainsworth 1999) and MELRs (Harrop 2003). So far, most educational software for mathematics at the primary level aims to help children to automatize mathematical operations, whereby symbolical representations are dominating. However, what is missing is software and principles for its design that support the process of internalization and the learning of external representations and their meaning themselves \– in primary school these are in particular symbols. This paper summarizes the current state of research and presents a prototype that aims to the above-mentioned purpose.\ {\textless}/span{\textgreater}{\textless}/p{\textgreater} {\textless}/div{\textgreater} {\textless}/div{\textgreater} {\textless}/div{\textgreater} {\textless}p{\textgreater}\ {\textless}/p{\textgreater}},
	journal = {Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (CERME 6)},
	author = {Ladel, S. and Kortenkamp, U.},
	editor = {Durand-Guerrier, V and Soury-Lavergne, S. and Arzarello, F.},
	year = {2009},
	note = {Place: Lyon, France
Publisher: Congress of the European Society for Research in Mathematics Education (CERME)},
	keywords = {CERMAT, Multiplex-R, Software, Technologieeinsatz},
	pages = {1050--1059},
}

{"_id":"ZmTy8n2iQijnt4Nh4","bibbaseid":"ladel-kortenkamp-realisationsofmersmultipleexternrepresentationsandmelrsmultipleequivalentlinkedrepresentationsinelementarymathematicssoftware-2009","author_short":["Ladel, S.","Kortenkamp, U."],"bibdata":{"bibtype":"article","type":"article","title":"Realisations of MERS (Multiple Extern Representations) and MELRS (Multiple Equivalent Linked Representations) in Elementary Mathematics Software","url":"http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg7-01-ladel.pdf","abstract":"\\textlessdiv class=\"page\" title=\"Page 1\"\\textgreater \\textlessdiv class=\"layoutArea\"\\textgreater \\textlessdiv class=\"column\"\\textgreater \\textlessp\\textgreater\\textlessspan style=\"font-size: 14.000000pt; font-family: ’TimesNewRomanPS’; font-style: italic\"\\textgreaterAssumptions of multiple mental representations lead to the presumption of an enhanced mathematical learning, especially of the process of internalization, due to MERs (Ainsworth 1999) and MELRs (Harrop 2003). So far, most educational software for mathematics at the primary level aims to help children to automatize mathematical operations, whereby symbolical representations are dominating. However, what is missing is software and principles for its design that support the process of internalization and the learning of external representations and their meaning themselves – in primary school these are in particular symbols. This paper summarizes the current state of research and presents a prototype that aims to the above-mentioned purpose. \\textless/span\\textgreater\\textless/p\\textgreater \\textless/div\\textgreater \\textless/div\\textgreater \\textless/div\\textgreater \\textlessp\\textgreater \\textless/p\\textgreater","journal":"Proceedings of the Sixth Congress of the European Society for Research in Mathematics Education (CERME 6)","author":[{"propositions":[],"lastnames":["Ladel"],"firstnames":["S."],"suffixes":[]},{"propositions":[],"lastnames":["Kortenkamp"],"firstnames":["U."],"suffixes":[]}],"editor":[{"propositions":[],"lastnames":["Durand-Guerrier"],"firstnames":["V"],"suffixes":[]},{"propositions":[],"lastnames":["Soury-Lavergne"],"firstnames":["S."],"suffixes":[]},{"propositions":[],"lastnames":["Arzarello"],"firstnames":["F."],"suffixes":[]}],"year":"2009","note":"Place: Lyon, France Publisher: Congress of the European Society for Research in Mathematics Education (CERME)","keywords":"CERMAT, Multiplex-R, Software, Technologieeinsatz","pages":"1050–1059","bibtex":"@article{ladel_realisations_2009,\n\ttitle = {Realisations of {MERS} ({Multiple} {Extern} {Representations}) and {MELRS} ({Multiple} {Equivalent} {Linked} {Representations}) in {Elementary} {Mathematics} {Software}},\n\turl = {http://ife.ens-lyon.fr/publications/edition-electronique/cerme6/wg7-01-ladel.pdf},\n\tabstract = {{\\textless}div class=\"page\" title=\"Page 1\"{\\textgreater} {\\textless}div class=\"layoutArea\"{\\textgreater} {\\textless}div class=\"column\"{\\textgreater} {\\textless}p{\\textgreater}{\\textless}span style=\"font-size: 14.000000pt; font-family: ’TimesNewRomanPS’; font-style: italic\"{\\textgreater}Assumptions of multiple mental representations lead to the presumption of an enhanced mathematical learning, especially of the process of internalization, due to MERs (Ainsworth 1999) and MELRs (Harrop 2003). So far, most educational software for mathematics at the primary level aims to help children to automatize mathematical operations, whereby symbolical representations are dominating. However, what is missing is software and principles for its design that support the process of internalization and the learning of external representations and their meaning themselves \\– in primary school these are in particular symbols. 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