The Experts below are selected from a list of 42393 Experts worldwide ranked by ideXlab platform

Rita Stebler - One of the best experts on this subject based on the ideXlab platform.

  • every word problem has a solution the Social Rationality of mathematical modeling in schools
    Learning and Instruction, 1997
    Co-Authors: Kurt Reusser, Rita Stebler
    Abstract:

    Abstract The focus of this paper is on sense-making and the use of real-world knowledge in mathematical modeling in schools. Arguments are put forward that classroom word problem solving is more—and also less—than the analysis of subject-matter structures. Students easily “solve” stereotyped, even unsolvable, problems without any regard to the constraints of factual reality. Mathematics learning in schools is inseparable not only from the materials employed, but from the macro- and microcultural web of practices within the Social context of schooling. It represents, beyond the insightful activity of ideal problem solving, a type of socio-cognitive skill. The two experiments reported replicate and extend a study by Verschaffel, De Corte, and Lasure (1994). In the first experiment, a list of standard problems that could be solved by straightforward use of arithmetic operations, and a parallel list of problems which were problematic with respect to realistic mathematical modeling, were administered to fourth and fifth graders. In the second experiment, a similar list of problematic problems was presented to seventh graders under three socio-contextual conditions varying in the degree to which the pupils were told or signaled that the problems were more difficult to solve than it seemed at first or that they even could be unsolvable. The result of both studies was that most pupils “solved” a significant part of the unsolvable problems without evincing “realistic reactions”. This overall finding is discussed with respect to three issues: 1. (i) the quality of word problems employed in mathematics education, 2. (ii) the culture of teaching and learning, and 3. (iii) the more general issue of Social Rationality in school mathematics problem solving.

  • Every word problem has a solution—The Social Rationality of mathematical modeling in schools
    Learning and Instruction, 1997
    Co-Authors: Kurt Reusser, Rita Stebler
    Abstract:

    Abstract The focus of this paper is on sense-making and the use of real-world knowledge in mathematical modeling in schools. Arguments are put forward that classroom word problem solving is more—and also less—than the analysis of subject-matter structures. Students easily “solve” stereotyped, even unsolvable, problems without any regard to the constraints of factual reality. Mathematics learning in schools is inseparable not only from the materials employed, but from the macro- and microcultural web of practices within the Social context of schooling. It represents, beyond the insightful activity of ideal problem solving, a type of socio-cognitive skill. The two experiments reported replicate and extend a study by Verschaffel, De Corte, and Lasure (1994). In the first experiment, a list of standard problems that could be solved by straightforward use of arithmetic operations, and a parallel list of problems which were problematic with respect to realistic mathematical modeling, were administered to fourth and fifth graders. In the second experiment, a similar list of problematic problems was presented to seventh graders under three socio-contextual conditions varying in the degree to which the pupils were told or signaled that the problems were more difficult to solve than it seemed at first or that they even could be unsolvable. The result of both studies was that most pupils “solved” a significant part of the unsolvable problems without evincing “realistic reactions”. This overall finding is discussed with respect to three issues: 1. (i) the quality of word problems employed in mathematics education, 2. (ii) the culture of teaching and learning, and 3. (iii) the more general issue of Social Rationality in school mathematics problem solving.

Fujun Yang - One of the best experts on this subject based on the ideXlab platform.

  • a framework for service enterprise workflow simulation with multi agents cooperation
    Enterprise Information Systems, 2013
    Co-Authors: Wenan Tan, Fujun Yang, Chuanqun Jiang
    Abstract:

    Process dynamic modelling for service business is the key technique for Service-Oriented information systems and service business management, and the workflow model of business processes is the core part of service systems. Service business workflow simulation is the prevalent approach to be used for analysis of service business process dynamically. Generic method for service business workflow simulation is based on the discrete event queuing theory, which is lack of flexibility and scalability. In this paper, we propose a service workflow-oriented framework for the process simulation of service businesses using multi-agent cooperation to address the above issues. Social Rationality of agent is introduced into the proposed framework. Adopting Rationality as one Social factor for decision-making strategies, a flexible scheduling for activity instances has been implemented. A system prototype has been developed to validate the proposed simulation framework through a business case study.

  • SMC - A framework for service enterprise workflow simulation based on multi-agent cooperation
    2010 IEEE International Conference on Systems Man and Cybernetics, 2010
    Co-Authors: Fujun Yang, Wenan Tan, Weiming Shen, Hamada Ghenniwa
    Abstract:

    Service enterprise workflow simulation is an important approach to analyze service enterprise business processes dynamically. Traditionally, service workflow simulation is based on the discrete event queuing theory, which lacks flexibility and scalability. To address this problem, this paper proposes a service workflow simulation framework based on multi-agent cooperation. Social Rationality of software agents is introduced into the proposed framework. Adopting Rationality as a decision making strategy facilitates the implementation of flexible scheduling for activity instances. A simulation system prototype is developed and a business case study is conducted to validate the proposed framework.

Wenan Tan - One of the best experts on this subject based on the ideXlab platform.

  • a framework for service enterprise workflow simulation with multi agents cooperation
    Enterprise Information Systems, 2013
    Co-Authors: Wenan Tan, Fujun Yang, Chuanqun Jiang
    Abstract:

    Process dynamic modelling for service business is the key technique for Service-Oriented information systems and service business management, and the workflow model of business processes is the core part of service systems. Service business workflow simulation is the prevalent approach to be used for analysis of service business process dynamically. Generic method for service business workflow simulation is based on the discrete event queuing theory, which is lack of flexibility and scalability. In this paper, we propose a service workflow-oriented framework for the process simulation of service businesses using multi-agent cooperation to address the above issues. Social Rationality of agent is introduced into the proposed framework. Adopting Rationality as one Social factor for decision-making strategies, a flexible scheduling for activity instances has been implemented. A system prototype has been developed to validate the proposed simulation framework through a business case study.

  • SMC - A framework for service enterprise workflow simulation based on multi-agent cooperation
    2010 IEEE International Conference on Systems Man and Cybernetics, 2010
    Co-Authors: Fujun Yang, Wenan Tan, Weiming Shen, Hamada Ghenniwa
    Abstract:

    Service enterprise workflow simulation is an important approach to analyze service enterprise business processes dynamically. Traditionally, service workflow simulation is based on the discrete event queuing theory, which lacks flexibility and scalability. To address this problem, this paper proposes a service workflow simulation framework based on multi-agent cooperation. Social Rationality of software agents is introduced into the proposed framework. Adopting Rationality as a decision making strategy facilitates the implementation of flexible scheduling for activity instances. A simulation system prototype is developed and a business case study is conducted to validate the proposed framework.

Hamada Ghenniwa - One of the best experts on this subject based on the ideXlab platform.

  • SMC - A framework for service enterprise workflow simulation based on multi-agent cooperation
    2010 IEEE International Conference on Systems Man and Cybernetics, 2010
    Co-Authors: Fujun Yang, Wenan Tan, Weiming Shen, Hamada Ghenniwa
    Abstract:

    Service enterprise workflow simulation is an important approach to analyze service enterprise business processes dynamically. Traditionally, service workflow simulation is based on the discrete event queuing theory, which lacks flexibility and scalability. To address this problem, this paper proposes a service workflow simulation framework based on multi-agent cooperation. Social Rationality of software agents is introduced into the proposed framework. Adopting Rationality as a decision making strategy facilitates the implementation of flexible scheduling for activity instances. A simulation system prototype is developed and a business case study is conducted to validate the proposed framework.

Kurt Reusser - One of the best experts on this subject based on the ideXlab platform.

  • every word problem has a solution the Social Rationality of mathematical modeling in schools
    Learning and Instruction, 1997
    Co-Authors: Kurt Reusser, Rita Stebler
    Abstract:

    Abstract The focus of this paper is on sense-making and the use of real-world knowledge in mathematical modeling in schools. Arguments are put forward that classroom word problem solving is more—and also less—than the analysis of subject-matter structures. Students easily “solve” stereotyped, even unsolvable, problems without any regard to the constraints of factual reality. Mathematics learning in schools is inseparable not only from the materials employed, but from the macro- and microcultural web of practices within the Social context of schooling. It represents, beyond the insightful activity of ideal problem solving, a type of socio-cognitive skill. The two experiments reported replicate and extend a study by Verschaffel, De Corte, and Lasure (1994). In the first experiment, a list of standard problems that could be solved by straightforward use of arithmetic operations, and a parallel list of problems which were problematic with respect to realistic mathematical modeling, were administered to fourth and fifth graders. In the second experiment, a similar list of problematic problems was presented to seventh graders under three socio-contextual conditions varying in the degree to which the pupils were told or signaled that the problems were more difficult to solve than it seemed at first or that they even could be unsolvable. The result of both studies was that most pupils “solved” a significant part of the unsolvable problems without evincing “realistic reactions”. This overall finding is discussed with respect to three issues: 1. (i) the quality of word problems employed in mathematics education, 2. (ii) the culture of teaching and learning, and 3. (iii) the more general issue of Social Rationality in school mathematics problem solving.

  • Every word problem has a solution—The Social Rationality of mathematical modeling in schools
    Learning and Instruction, 1997
    Co-Authors: Kurt Reusser, Rita Stebler
    Abstract:

    Abstract The focus of this paper is on sense-making and the use of real-world knowledge in mathematical modeling in schools. Arguments are put forward that classroom word problem solving is more—and also less—than the analysis of subject-matter structures. Students easily “solve” stereotyped, even unsolvable, problems without any regard to the constraints of factual reality. Mathematics learning in schools is inseparable not only from the materials employed, but from the macro- and microcultural web of practices within the Social context of schooling. It represents, beyond the insightful activity of ideal problem solving, a type of socio-cognitive skill. The two experiments reported replicate and extend a study by Verschaffel, De Corte, and Lasure (1994). In the first experiment, a list of standard problems that could be solved by straightforward use of arithmetic operations, and a parallel list of problems which were problematic with respect to realistic mathematical modeling, were administered to fourth and fifth graders. In the second experiment, a similar list of problematic problems was presented to seventh graders under three socio-contextual conditions varying in the degree to which the pupils were told or signaled that the problems were more difficult to solve than it seemed at first or that they even could be unsolvable. The result of both studies was that most pupils “solved” a significant part of the unsolvable problems without evincing “realistic reactions”. This overall finding is discussed with respect to three issues: 1. (i) the quality of word problems employed in mathematics education, 2. (ii) the culture of teaching and learning, and 3. (iii) the more general issue of Social Rationality in school mathematics problem solving.