ABSTRACT
While research on students learning through interpreting expert representations in many fields has a long and valued history, what and how students learn when they construct, share and review their own multiple, multimodal representations remains a relatively emergent research area. In this chapter, we critically analyze: (a) the claims made for student multiple representation construction (MRC), both in terms of how it works and potential benefits; (b) the evidence for these claims; and (c) their theoretical underpinnings in cognitivist and socio-semiotic perspectives. We end by articulating some future challenges and directions for MRC as both technology and theory-informed pedagogy embrace new learning opportunities.
