Figures index

From

Mathematical Problem Solving and Use of Intuition and Visualization by Engineering Students

Chih-Hsien Huang

American Journal of Educational Research. 2015, 3(12), 1484-1488 doi:10.12691/education-3-12-1
  • Figure 1. S6’ supporting example to Statement 1
  • Figure 2. S9’supporting example to statement 1
  • Figure 3. S13’ counterexample to Statement 1
  • Figure 4. S12’ counterexampleto Statement 2
  • Figure 5. S2’s counterexample to Statement 3