The Experts below are selected from a list of 318 Experts worldwide ranked by ideXlab platform

Guershon Harel - One of the best experts on this subject based on the ideXlab platform.

  • Problem Solving, Modeling, and Local Conceptual Development
    Mathematical Thinking and Learning, 2003
    Co-Authors: Richard Lesh, Guershon Harel
    Abstract:

    (2003). Problem Solving, Modeling, and Local Conceptual Development. Mathematical Thinking and Learning: Vol. 5, No. 2-3, pp. 157-189.

  • problem solving modeling and local Conceptual Development
    Mathematical Thinking and Learning, 2003
    Co-Authors: Richard Lesh, Guershon Harel
    Abstract:

    The research reported here describes similarities and differences between (a) modeling cycles that students typically go through during 60–90 min solutions to a class of problems thast we refer to as model-eliciting activities, and (b) stages of Development that students typically go through during the “natural” Development of constructs (Conceptual systems, cognitive structures) that cognitive psychologists consider to be relevant to these specific problems. Examples of relevant constructs include those that underlie children’s developing ways of thinking about fractions, ratios, rates, proportions, or other elementary, but deep mathematical ideas. Results show that, when problem solvers go through an iterative sequence of testing and revising cycles to develop productive models (or ways of thinking) about a given problem solving situation, and when the Conceptual systems that are needed are similar to those that underlie important constructs in the school mathematics curriculum, then these modeling cycles often appear to be local or situated versions of the general stages of Development that Developmental psychologists and mathematics educators have observed over time periods of several years for the relevant mathematics constructs. Furthermore, the processes that contribute to local Conceptual Development in model-eliciting activities are similar in many respects to the processes that contribute to general cognitive Development. Applying principles from Developmental psychology to problem solving—and vice versa—is a relatively new phenomenon in mathematics education (Lesh & MATHEMATICAL THINKING AND LEARNING, 5(2&3), 157–189 Copyright © 2003, Lawrence Erlbaum Associates, Inc.

Richard Lesh - One of the best experts on this subject based on the ideXlab platform.

  • Problem Solving, Modeling, and Local Conceptual Development
    Mathematical Thinking and Learning, 2003
    Co-Authors: Richard Lesh, Guershon Harel
    Abstract:

    (2003). Problem Solving, Modeling, and Local Conceptual Development. Mathematical Thinking and Learning: Vol. 5, No. 2-3, pp. 157-189.

  • problem solving modeling and local Conceptual Development
    Mathematical Thinking and Learning, 2003
    Co-Authors: Richard Lesh, Guershon Harel
    Abstract:

    The research reported here describes similarities and differences between (a) modeling cycles that students typically go through during 60–90 min solutions to a class of problems thast we refer to as model-eliciting activities, and (b) stages of Development that students typically go through during the “natural” Development of constructs (Conceptual systems, cognitive structures) that cognitive psychologists consider to be relevant to these specific problems. Examples of relevant constructs include those that underlie children’s developing ways of thinking about fractions, ratios, rates, proportions, or other elementary, but deep mathematical ideas. Results show that, when problem solvers go through an iterative sequence of testing and revising cycles to develop productive models (or ways of thinking) about a given problem solving situation, and when the Conceptual systems that are needed are similar to those that underlie important constructs in the school mathematics curriculum, then these modeling cycles often appear to be local or situated versions of the general stages of Development that Developmental psychologists and mathematics educators have observed over time periods of several years for the relevant mathematics constructs. Furthermore, the processes that contribute to local Conceptual Development in model-eliciting activities are similar in many respects to the processes that contribute to general cognitive Development. Applying principles from Developmental psychology to problem solving—and vice versa—is a relatively new phenomenon in mathematics education (Lesh & MATHEMATICAL THINKING AND LEARNING, 5(2&3), 157–189 Copyright © 2003, Lawrence Erlbaum Associates, Inc.

Robin Samuelsson - One of the best experts on this subject based on the ideXlab platform.

Ken Springer - One of the best experts on this subject based on the ideXlab platform.

  • Perceptual boundedness and perceptual support in Conceptual Development.
    Psychological Review, 2001
    Co-Authors: Ken Springer
    Abstract:

    A theoretical framework for describing the role of perceptual information in early Conceptual Development is presented. In the main section of the article, a general operationalization of perceptual boundedness is introduced, 3 causes of this limitation are identified, the conditions under which infants and children seem to be perceptually bound are formulated, and the mechanisms by which this limitation declines are described. Traditional claims that young children are perceptually bound, as well as contemporary objections to these claims, are often based on the assumption that perceptual information is generally unveridical or insufficient. Recent doubts about this assumption are evaluated in the final section of the article. It is concluded that although realist arguments are untenable, there are limited forms of perceptual support for Conceptual Development.

Fridolin Wild - One of the best experts on this subject based on the ideXlab platform.

  • CSEDU (1) - ASSISTING LEARNER’S IN MONITORING THEIR Conceptual Development - On the Design of a Computer-based Service to Support Conceptual Development
    2018
    Co-Authors: Adriana Berlanga, Isobel Braidman, Alisdair Smithies, Howard Spoelstra, Kamakshi Rajagopal, Fridolin Wild
    Abstract:

    This paper elaborates on the design of a computer-based service to support Conceptual Development. Our ambition is provide learners a way to compare their Conceptual Development against different reference models, so they recognize the limits of their expertise. These models are (semi) automatically generated from learning materials and learner text inputs using Latent Semantic Analysis, a technique that can identify the concepts and their relations between the concepts contained in input text materials. The paper explains the envisioned service presenting a scenario that illustrates how it can be used in formal and informal learning context. After, the paper elaborates the theoretical background behind the design of the service and, finally, it draws conclusions and outlines future work.

  • Using latent-semantic analysis and network analysis for monitoring Conceptual Development
    2011
    Co-Authors: Fridolin Wild, Debra Haley, Katja Bülow
    Abstract:

    This paper describes and evaluates CONSPECT (from concept inspection), an application that analyses states in a learner’s Conceptual Development. It was designed to help online learners and their tutors monitor Conceptual Development and also to help reduce the workload of tutors monitoring a learner’s Conceptual Development. CONSPECT combines two technologies - Latent Semantic Analysis (LSA) and Network Analysis (NA) into a technique called Meaningful Interaction Analysis (MIA). LSA analyses the meaning in the textual digital traces left behind by learners in their learning journey; NA provides the analytic instrument to investigate (visually) the semantic structures identified by LSA. This paper describes the validation activities undertaken to show how well LSA matches first year medical students in 1) grouping similar concepts and 2) annotating text.

  • D4.3.2. Conceptual Development services version 1.5
    2010
    Co-Authors: Debra Haley, Fridolin Wild, Katja Buelow, Adriana Berlanga, Isobel Braidman, Ali Smithies
    Abstract:

    Haley, D., Wild, F., Buelow, K., Berlanga, A. J., Braidman, I., & Smithies, A. (2010). D4.3.2. Conceptual Development services version 1.5. LTfLL-project.

  • Monitoring Conceptual Development with text mining technologies: CONSPECT
    2010
    Co-Authors: Fridolin Wild, Debra Haley, Katja Bülow
    Abstract:

    This paper evaluates CONSPECT, a service that analyses states in a learner's Conceptual Development. It combines two technologies — Latent Semantic Analysis to analyse text and Network Analysis (NA) to provide visualisations — into a technique called Meaningful Interaction Analysis (MIA). CONSPECT was designed to help both online learners and their tutors monitor their Conceptual Development. This paper reports on the validation experiments undertaken to determine how well LSA matches first year medical students in clustering concepts and in annotating text. The validation used several techniques, including card sorting and Likert scales. CONSPECT produces almost ‘peer’ quality results and what remains to be tested is whether it improves with more advanced learners. One of the experiments showed an average 0.7 correlation between humans and CONSPECT.

  • Using language technologies for monitoring Conceptual Development
    2010
    Co-Authors: Fridolin Wild, Debra Haley, Katja Buelow
    Abstract:

    This paper describes and evaluates CONSPECT (from concept inspection), an application that analyses states in a learner’s Conceptual Development. It was designed to help online learners and their tutors monitor Conceptual Development and also to help reduce the workload of tutors monitoring a learner’s Conceptual Development. CONSPECT combines two technologies – Latent Semantic Analysis (LSA) and Network Analysis (NA)into a technique called Meaningful Interaction Analysis (MIA). LSA analyses the meaning in the textual digital traces left behind by learners in their learning journey; NA provides the analytic instrument to investigate (visually) the semantic structures identified by LSA. This paper describes the validation activities undertaken to show how well LSA matches first year medical students in 1) grouping similar concepts and 2) annotating text.