The Experts below are selected from a list of 315 Experts worldwide ranked by ideXlab platform
Heinz Steinbring - One of the best experts on this subject based on the ideXlab platform.
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Elementary Stochastic Seeing in Primary Mathematics Classrooms—Epistemological Foundation and Empirical Evaluation of a Theoretical Construct
Transformation - A Fundamental Idea of Mathematics Education, 2014Co-Authors: Judith Stanja, Heinz SteinbringAbstract:This contribution presents a first conception and empirical testing of the Theoretical Construct elementary stochastic seeing (else). This notion serves to focus on a basic idea of the evolving stochastic thinking and it could be an orientation for the learning of stochastics at the primary school level. In consideration of the specific nature of stochastic knowledge, as well as from a semiotic and an epistemological perspective, some fundamental characteristics of the Construct “else” are elaborated. The interplay between (recorded) empirical observations of outcomes of random experiments and (relational) symbolic interpretations of artefacts in elementary stochastics—as for instance diagrams and lists—is of great importance. The diagrams and lists should serve as instruments for the learning child and are an integral part of an intervention that should stimulate the transformation of initial perspectives on and interpretations of these artefacts and so offering him/her, in this way, an approach to grasp the particularity of stochastic prognoses. As a starting point, we take the transformation of artefacts to mathematical signs into consideration. Episodes of a clinical interview videotaped in a pilot study are qualitatively analysed in order to describe how young students (grade 3) may use and interpret these artefacts and what kind of connections they are able to Construct between their interpretations.
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young students subjective interpretations of mathematical diagrams elements of the Theoretical Construct frame based interpreting competence
Zdm, 2014Co-Authors: Anke Steenpas, Heinz SteinbringAbstract:During the last few decades several studies have showed that mathematical visual aids are not at all self-explanatory. Nevertheless, students do make sense of those representations spontaneously and—as a matter of course—cannot avoid their own sense-making. Further, the function of visual aids as “re-presentation” of a given structure is complemented through an epistemological function to explore mathematical structures and generate new meaning. But in which way do socially learned interpreting schemes (frames) influence children’s subjective interpretations of mathematical diagrams? The CORA project investigates which frames can be reConstructed in young pupils’ interpretations of visual diagrams. This paper presents central ideas, Theoretical background and—by means of short sequences from pre- and post-interviews—first aspects of “frame-based interpreting competence”. We describe children’s subjective frames in a range between “object-oriented” (focus on the diagram’s visible elements) and “system-oriented” (focus on relation between those elements).
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elementary stochastic seeing in primary mathematics classrooms epistemological foundation and empirical evaluation of a Theoretical Construct
2014Co-Authors: Judith Stanja, Heinz SteinbringAbstract:This contribution presents a first conception and empirical testing of the Theoretical Construct elementary stochastic seeing (else). This notion serves to focus on a basic idea of the evolving stochastic thinking and it could be an orientation for the learning of stochastics at the primary school level. In consideration of the specific nature of stochastic knowledge, as well as from a semiotic and an epistemological perspective, some fundamental characteristics of the Construct “else” are elaborated. The interplay between (recorded) empirical observations of outcomes of random experiments and (relational) symbolic interpretations of artefacts in elementary stochastics—as for instance diagrams and lists—is of great importance. The diagrams and lists should serve as instruments for the learning child and are an integral part of an intervention that should stimulate the transformation of initial perspectives on and interpretations of these artefacts and so offering him/her, in this way, an approach to grasp the particularity of stochastic prognoses. As a starting point, we take the transformation of artefacts to mathematical signs into consideration. Episodes of a clinical interview videotaped in a pilot study are qualitatively analysed in order to describe how young students (grade 3) may use and interpret these artefacts and what kind of connections they are able to Construct between their interpretations.
Mark J. Hofer - One of the best experts on this subject based on the ideXlab platform.
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“TPACK Stories”: Schools and School Districts Repurposing a Theoretical Construct for Technology-Related Professional Development
Journal of Research on Technology in Education, 2017Co-Authors: Judith B. Harris, Mark J. HoferAbstract:AbstractTPACK (Koehler & Mishra, 2008), a Theoretical Construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-based teacher education and research. Increasingly, K–12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK Construct was understood and used in these K–12 organizations. Study results revealed the importance of context and professional culture in appropriating the Construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders' beliefs about professional development shape how TPACK is understood and enacted. (Keywords: TPACK, TPCK, professional development, context)
Judith B. Harris - One of the best experts on this subject based on the ideXlab platform.
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“TPACK Stories”: Schools and School Districts Repurposing a Theoretical Construct for Technology-Related Professional Development
Journal of Research on Technology in Education, 2017Co-Authors: Judith B. Harris, Mark J. HoferAbstract:AbstractTPACK (Koehler & Mishra, 2008), a Theoretical Construct that describes the knowledge that teachers use to teach with digital tools and resources, has flourished in university-based teacher education and research. Increasingly, K–12 schools and districts have also appropriated TPACK in their professional development efforts. This study of seven schools and districts explored how the TPACK Construct was understood and used in these K–12 organizations. Study results revealed the importance of context and professional culture in appropriating the Construct; the use of TPACK as a way to connect disparate professional development initiatives; TPACK conceptualized as applied knowledge; and how educational leaders' beliefs about professional development shape how TPACK is understood and enacted. (Keywords: TPACK, TPCK, professional development, context)
Judith Stanja - One of the best experts on this subject based on the ideXlab platform.
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Elementary Stochastic Seeing in Primary Mathematics Classrooms—Epistemological Foundation and Empirical Evaluation of a Theoretical Construct
Transformation - A Fundamental Idea of Mathematics Education, 2014Co-Authors: Judith Stanja, Heinz SteinbringAbstract:This contribution presents a first conception and empirical testing of the Theoretical Construct elementary stochastic seeing (else). This notion serves to focus on a basic idea of the evolving stochastic thinking and it could be an orientation for the learning of stochastics at the primary school level. In consideration of the specific nature of stochastic knowledge, as well as from a semiotic and an epistemological perspective, some fundamental characteristics of the Construct “else” are elaborated. The interplay between (recorded) empirical observations of outcomes of random experiments and (relational) symbolic interpretations of artefacts in elementary stochastics—as for instance diagrams and lists—is of great importance. The diagrams and lists should serve as instruments for the learning child and are an integral part of an intervention that should stimulate the transformation of initial perspectives on and interpretations of these artefacts and so offering him/her, in this way, an approach to grasp the particularity of stochastic prognoses. As a starting point, we take the transformation of artefacts to mathematical signs into consideration. Episodes of a clinical interview videotaped in a pilot study are qualitatively analysed in order to describe how young students (grade 3) may use and interpret these artefacts and what kind of connections they are able to Construct between their interpretations.
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elementary stochastic seeing in primary mathematics classrooms epistemological foundation and empirical evaluation of a Theoretical Construct
2014Co-Authors: Judith Stanja, Heinz SteinbringAbstract:This contribution presents a first conception and empirical testing of the Theoretical Construct elementary stochastic seeing (else). This notion serves to focus on a basic idea of the evolving stochastic thinking and it could be an orientation for the learning of stochastics at the primary school level. In consideration of the specific nature of stochastic knowledge, as well as from a semiotic and an epistemological perspective, some fundamental characteristics of the Construct “else” are elaborated. The interplay between (recorded) empirical observations of outcomes of random experiments and (relational) symbolic interpretations of artefacts in elementary stochastics—as for instance diagrams and lists—is of great importance. The diagrams and lists should serve as instruments for the learning child and are an integral part of an intervention that should stimulate the transformation of initial perspectives on and interpretations of these artefacts and so offering him/her, in this way, an approach to grasp the particularity of stochastic prognoses. As a starting point, we take the transformation of artefacts to mathematical signs into consideration. Episodes of a clinical interview videotaped in a pilot study are qualitatively analysed in order to describe how young students (grade 3) may use and interpret these artefacts and what kind of connections they are able to Construct between their interpretations.
Kenneth M. Merz - One of the best experts on this subject based on the ideXlab platform.
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Evolution of Alchemical Free Energy Methods in Drug Discovery.
Journal of chemical information and modeling, 2020Co-Authors: Lin Frank Song, Kenneth M. MerzAbstract:The goal of the present manuscript is to succinctly trace the key technological steps in the evolution of alchemical free energy methods (AFEMs) from a purely Theoretical Construct to a method that...
