By Eugène Chouraqui, Carlo Inghilterra (auth.), Jean-Marie Laborde (eds.)
This e-book is a completely revised end result, up to date to mid-1995, of the NATO complex examine Workshop on "Intelligent studying Environments: the case of geometry", held in Grenoble, France, November 13-16, 1989. the most target of the workshop was once to foster exchanges between researchers who have been occupied with the layout of clever studying environments for geometry. the matter of pupil modelling was once selected as a valuable subject matter of the workshop, insofar as geometry can't be diminished to procedural wisdom and as the importance of its complexity makes it of curiosity for clever tutoring process (ITS) improvement. The workshop focused round the following issues: modelling the information area, modelling pupil wisdom, layout ing "didactic interaction", and learner keep watch over. This e-book comprises revised models of the papers offered on the workshop. the entire chapters that stick to were written via individuals on the workshop. every one shaped the root for a scheduled presentation and dialogue. Many are suggestive of study instructions that might be performed sooner or later. There are 4 major concerns operating throughout the papers provided during this publication: • wisdom approximately geometry isn't wisdom concerning the genuine international, and materialization of geometrical gadgets implies a reification of geometry that is amplified in relation to its implementation in a working laptop or computer, considering that items may be manipulated at once and kinfolk are the result of activities (Laborde, Schumann). This element is definitely exemplified by way of study initiatives targeting the layout of geometric microworlds (Guin, Laborde).
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Additional info for Intelligent Learning Environments: The Case of Geometry
3 - 5), reasonably gave either "not possible" or '0' as their answers. One of the reasons for children over-generalizing could be that they have been led to do so. , the teacher's aim is to teach commutativity), this must be an example of commutativity as well. In addition, generalization is a way of learning. With the positive examples of commutativity that they have seen so far, there is no reason for them not to believe that everything is commutative. From this, one can say that students' interpretation of the situation (how they think about it) and the type of examples are two possible variables responsible for their performance.
Yet other children mean to say "It cannot be done". This shows the importance of pinning down a child's meaning of his/her response, since it is not always clear what a response on a given task means. 3 Associativity There were some children who had knowledge of the concept, but did not use it. Gelman and Gallistel (1978) provided empirical evidence of children who appeared to lack understanding of a concept on one task and showed performance consistent with the concept on another task. This implies that children do not always use their conceptual knowledge.
Given b = c, ex, 'Y, how can you compute the volume of the prism? Conditions for Interpretability of Microworld Operations On the basis of the two case studies described above, we will now discuss conditions that appear to be necessary for a cognitive interpretation of micro world operations. Whether these conditions are also sufficient, will be left open. In some cases, not enough information can be gleaned from students' work. In other words, solving some tasks in some micro worlds yields sequences of microworld operations which are too short for the construction of a cognitive model.