Sentence examples for interpreting representations from inspiring English sources

Although there was some reference to data distribution features such as the range and most frequent values, it appeared that interpreting representations beyond a literal reading (cf. Curcio, 2010) was a new experience for the students and that more attention is required here, especially given young students' competence in generating a range of representational types (English, 2013).

Demonstrating how maps are subjective and interpreted representations, she asks how these new technologies can be used to render legible environmental transformations as well as their political and cultural repercussions.

Similarly, studies of symbolic presentations of disability mostly interpret representations (either fictional or biographical) of individuals whose characterization is inflected by attribution of one or another impairment.

This means finding ways to communicate the fundamental characteristics that set science apart from other endeavors and helping students learn to interpret representations of evolution in the media, such as those described by Carl Zimmer in this issue (Zimmer 2010).

Students interpreted representations based upon proximity of the taxa represented either at the terminal tips (proximity of terminal tips rationale) or the amount of time/space between the tips and root (physical measurement rationale).

I trace Maxwell's notions to the formulation of the problem of understanding, or interpreting, abstract representations such as potential functions and Lagrangian equations.

As the translations between MERs are taken care by the technology in the learning environment, learners are freed to concentrate on interpreting the representations and their consequences.

Table 5 Responses: interpreting the representations for the single student context ( n  = 84) Code Description Example Percentage 0 Description not related to the data The way people measure.

Furthermore, experts stated that the main challenges could be divided into "working with research-methodological conceptual procedures" (such as capturing a study's statement from the abstract) and "working with statistical issues" (such as interpreting statistical representations; for more examples see Table 1).

This duality provides a theoretical framework in which to interpret problem representations.

Having interpreted these representations, one is able to construct a meaningful memory, educated and personal, which can be called upon subsequently during the design phase, as long as one has a medium that can represent this memory and put it to good use.