TY  - JOUR
AB  - Purpose: This paper results from an intervention study focusing on the relationship between visual representation used in teaching about pricing in economics and teaching-learning practices established in the classroom, with a focus on the affordance offered through the representations used. 
Method: Lessons were conducted with four upper secondary classes: two had lessons based on graphs and two on a causal loop diagram. Transcriptions of the lesson, including small group discussions, were analysed using a practice theory perspective, identifying actions and goals driving them. Results arising from the two representations were compared. 
Findings: Different actions were mediated through the different representations. A causal loop diagram afforded more qualified actions, and more epistemic teaching-learning practices, than graphs. 
Research limitations/implications: This study should be replicated with different subject contents /visual representations. 
Practical implications: Choice of visual tools used in teaching will affect the practice established and thus the knowledge made available for students to experience. 
DA  - 2021-04-21
DO  - 10.4119/jsse-3228
LA  - eng
IS  - 1
PY  - 2021-04-21
SN  - 1618-5293
T2  - JSSE - Journal of Social Science Education
TI  - The affordance of visual tools: The potential of visual representations of pricing facilitating an epistemic practice in economics teaching
UR  - https://doi.org/10.4119/jsse-3228
Y2  - 2024-11-23T02:53:42
ER  -