{"status":"ok","message-type":"work","message-version":"1.0.0","message":{"indexed":{"date-parts":[[2025,2,22]],"date-time":"2025-02-22T05:28:45Z","timestamp":1740202125199,"version":"3.37.3"},"reference-count":0,"publisher":"IOS Press","content-domain":{"domain":[],"crossmark-restriction":false},"short-container-title":[],"published-print":{"date-parts":[[2009]]},"abstract":"<jats:p>A variety of representations in the UK Curriculum are introduced in the form of diagram\/pictorial mixtures (e.g. pictograms). It is argued that conflating the two graphical forms is bad educational practice [5] - one which might be implicated in the development of &amp;ldquo;graph-as-picture&amp;rdquo; misconceptions. We describe an interactive educational diagram system that facilitates diagram comprehension and exploits new paradigms of teaching and research methodology.<\/jats:p>","DOI":"10.3233\/978-1-60750-028-5-695","type":"book-chapter","created":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T10:27:24Z","timestamp":1740133644000},"source":"Crossref","is-referenced-by-count":0,"title":["Children who Interpret Graphs as Pictures"],"prefix":"10.3233","author":[{"family":"Garcia Garcia Grecia","sequence":"additional","affiliation":[]},{"family":"Cox Richard","sequence":"additional","affiliation":[]}],"member":"7437","container-title":["Frontiers in Artificial Intelligence and Applications","Artificial Intelligence in Education"],"original-title":[],"deposited":{"date-parts":[[2025,2,21]],"date-time":"2025-02-21T11:36:27Z","timestamp":1740137787000},"score":1,"resource":{"primary":{"URL":"https:\/\/www.medra.org\/servlet\/aliasResolver?alias=iospressISSNISBN&issn=0922-6389&volume=200&spage=695"}},"subtitle":[],"short-title":[],"issued":{"date-parts":[[2009]]},"references-count":0,"URL":"https:\/\/doi.org\/10.3233\/978-1-60750-028-5-695","relation":{},"ISSN":["0922-6389"],"issn-type":[{"value":"0922-6389","type":"print"}],"subject":[],"published":{"date-parts":[[2009]]}}}