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ORCIDEmmanuel Manalo
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2020 – today
- 2024
[c20]Emmanuel Manalo
, Mari Fukuda:
Integration of Learning Through the Use of Self-constructed Diagrams: Opportunities and Challenges. Diagrams 2024: 358-365- [c19]Ran Lu, Emmanuel Manalo:
Chinese Children' Drawing in Science Class. Diagrams 2024: 366-374 - [e2]Jens Lemanski, Mikkel Willum Johansen, Emmanuel Manalo, Petrucio Viana, Reetu Bhattacharjee, Richard Burns:
Diagrammatic Representation and Inference - 14th International Conference, Diagrams 2024, Münster, Germany, September 27 - October 1, 2024, Proceedings. Lecture Notes in Computer Science 14981, Springer 2024, ISBN 978-3-031-71290-6 [contents] - 2022
- [c18]Emmanuel Manalo, Laura Ohmes:
The Use of Diagrams in Planning for Report Writing. Diagrams 2022: 268-276 - 2021
- [c17]Hiroaki Ayabe, Emmanuel Manalo, Mari Fukuda, Norihiro Sadato:
What Diagrams Are Considered Useful for Solving Mathematical Word Problems in Japan? Diagrams 2021: 79-83 - [c16]Mari Fukuda, Emmanuel Manalo, Hiroaki Ayabe:
The Presence of Diagrams and Problems Requiring Diagram Construction: Comparing Mathematical Word Problems in Japanese and Canadian Textbooks. Diagrams 2021: 353-357 - [c15]Emmanuel Manalo, Mari Fukuda:
Diagrams in Essays: Exploring the Kinds of Diagrams Students Generate and How Well They Work. Diagrams 2021: 553-561 - [e1]Amrita Basu, Gem Stapleton, Sven Linker, Catherine Legg, Emmanuel Manalo, Petrucio Viana:
Diagrammatic Representation and Inference - 12th International Conference, Diagrams 2021, Virtual, September 28-30, 2021, Proceedings. Lecture Notes in Computer Science 12909, Springer 2021, ISBN 978-3-030-86061-5 [contents] - 2020
- [c14]Hiroaki Ayabe, Emmanuel Manalo, Noriko Hanaki:
Elucidating the Effects of Diagram Use Training for Math Word Problem Solving. Diagrams 2020: 548-552
2010 – 2019
- 2016
- [c13]Emmanuel Manalo, Yuri Uesaka:
Hint, Instruction, and Practice: The Necessary Components for Promoting Spontaneous Diagram Use in Students' Written Work? Diagrams 2016: 157-171 - 2014
- [c12]Emmanuel Manalo, Yuri Uesaka:
Students' Spontaneous Use of Diagrams in Written Communication: Understanding Variations According to Purpose and Cognitive Cost Entailed. Diagrams 2014: 78-92 - [c11]Yuri Uesaka, Emmanuel Manalo:
How Communicative Learning Situations Influence Students' Use of Diagrams: Focusing on Spontaneous Diagram Construction and Protocols during Explanation. Diagrams 2014: 93-107 - 2013
- [c10]Emmanuel Manalo, Kyoko Watanabe, Chris Sheppard:
Do Language Structure or Language Proficiency Affect Critical Evaluation? CogSci 2013 - 2012
- [c9]Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka:
Student perspectives on critical and other thinking skills: Some cultural similarities and differences. CogSci 2012 - [c8]Emmanuel Manalo, Yuri Uesaka:
Elucidating the Mechanism of Spontaneous Diagram Use in Explanations: How Cognitive Processing of Text and Diagrammatic Representations Are Influenced by Individual and Task-Related Factors. Diagrams 2012: 35-50 - [c7]Yuri Uesaka, Emmanuel Manalo, Masanori Nakagawa:
Are Teachers Aware of Students' Lack of Spontaneity in Diagram Use? Suggestions from a Mathematical Model-Based Analysis of Teachers' Predictions. Diagrams 2012: 312-314 - 2011
- [c6]Emmanuel Manalo, Takashi Kusumi, Masuo Koyasu, Yasushi Michita, Yuko Tanaka:
Do Culture Related Factors Influence Students' Critical Thinking Use? CogSci 2011 - [c5]Yuri Uesaka, Emmanuel Manalo:
The Effects of Peer Communication with Diagrams on Students' Math Word Problem Solving Processes and Outcomes. CogSci 2011 - 2010
- [c4]Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa:
The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems. Diagrams 2010: 197-211 - [c3]Yuri Uesaka, Emmanuel Manalo, Shin'ichi Ichikawa:
Erratum: The Effects of Perception of Efficacy and Diagram Construction Skills on Students' Spontaneous Use of Diagrams When Solving Math Word Problems. Diagrams 2010: E1
2000 – 2009
- 2008
- [c2]Yuri Uesaka, Emmanuel Manalo:
School Curriculum Development to Promote Student Spontaneous Diagram Use in Problem Solving. Diagrams 2008: 437-439 - 2006
- [c1]Yuri Uesaka, Emmanuel Manalo:
Active Comparison as a Means of Promoting the Development of Abstract Conditional Knowledge and Appropriate Choice of Diagrams in Math Word Problem Solving. Diagrams 2006: 181-195
Coauthor Index
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