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Abstract
Computers are classically viewed as amplifiers of cognition. An alternative conceptualization is offered of computer as reorganizer of mental functioning. Software analyses illuminate the advantages of the latter approach for new visions of the potential cognitive benefits of computers. A new result emerges: Because the cognitive technologies we invent serve as instruments of cultural redefinition (shaping who we are by changing, not just amplifying, what we do), defining educational values becomes a foreground issue. The demands of an information society make an explicit emphasis on general cognitive skills a priority. The urgency of updating education's goals and methods recommends an activist research paradigm: to simultaneously create and study changes in processes and outcomes of human learning with new cognitive and educational tools.
... Virtual manipulatives are typically considered "cognitive technology tools" (Pea, 1985), and as such, are considered a "medium that helps transcend the limitations of the mind, such as memory, in activities of thinking, learning, and problem solving" (p. 168). ...
The purpose of this study was to determine variables that predict performance when virtual manipulatives are used for mathematics instruction. This study included the following quasi-experimental design features: 1) a large number of students (N=350); 2) within-class random-assignment to treatment groups; 3) retention effects measured by post-test and delayed post-test; 4) fidelity of instructional treatments documented through observations; and, 5) instrument development for the unit of study. This design was used to determine variables that predict student performance on tests of fraction knowledge for third- and fourth-grade students in two treatment groups: classroom instruction using texts and physical manipulatives (CI), and computer lab instruction using virtual fraction applets (VM). The Pre-test, Post-test 1, and Post-test 2 measured learning and retention of fraction concepts. Observation ethograms documented representation use. The results revealed that fewer demographic predictors of student performance (e.g., socio-economic status, English language learner status, and gender) exist during fraction instruction when virtual manipulatives were used. When instructors used virtual manipulatives, there was an equalizing effect on achievement in third and fourth grade classrooms, in that fewer demographic factors were influential for VM groups compared to CI groups.
... They then model the thinking used to solve a problem, make a decision, or complete a task (Jonassen, 2006). Mindtools help learners transcend their thinking limitations including memory, mindset, or problem-solving limitations (Pea, 1985). ...
Higher education's overall educational quality depends on effective teaching competencies. Teaching competencies are more than just knowledge and skills; they involve capabilities to meet complex demands by drawing on and mobilizing psychological resources in a particular.
... Et andet projekt, PERSEUS-projektet ved Harvard og Boston universiteterne, bruger systemet Notecard fra Xerox til konstruktion af en hypertekst over den klassiske graeske civilisation, med tekst, lyd og grafik. Projektet stiler mod et omfang af 100 Mbytes tekst og 10.000 billeder, (Pea, 1985). Det er projekter, som involverer større hold af forskere og »store« maskiner, men efter al sandsynlighed med en spredningstid til »mindre« maskiner, der er meget kort. ...
Med udgangspunkt i spørgsmålet om hvordan nødvendige heuristikker for brug af hypermedier i pædagogisk praksis udledes, fremlægges i denne artikel en formel bestemmelse af fænomenet, på basis af et (fiktivt) eksempel på et hypermedium. I tilknytning hertil anføres en argumentation for, at almene erkendelsesteoretiske og kognitionsteoretiske overvejelser er basis for udledning af heuristikker, der skal være virksomme inden for de pædagogiske overvejelsesfelter: mål, indhold og metode.Som referenceformålovervejelser skitseres epistemologiske kategorier som almene forudsætninger for beskrivelse og fortolkning, og som reference for indholdsovervejelser ontologiske kategorier, der vedrører erkendelsestrin og genstandsområder. Disse to referencer sammenfattes i et erkendelsesteoretisk paradigme.Dernæst skitseres et pædagogisk interaktionsparadigme, som dels specificerer de kategorier, som er grundlag for overvejelser angående elevens kognitive forudsætninger og beredskab, dels de kategorier, som lærerens analyser og indgreb skal beskrives i. Dette paradigme er reference for metodeovervejelser. For begge paradigmer gælder det, at der opregnes flere kategorier,end det er muligt at anvende demonstrerende på det her anførte - illustrative - eksempel på et hypermedium. Det vigtigste i den foreliggende fremstilling er kategoriernes indbyrdes sammenhæng, for dermed at lægge op til en kohærensvurdering.1Endelig diskuteres de to paradigmers muligheder som heuristik for pædagogisk brug af hypermedier. Denne heuristik har domænegenerelle konsekvenser for konstruktions- og udforskningsstrategier, og den udgør et kriteriesæt for didaktisk progredierende mediebrug i det hele taget. Den heuristiske værdi vil imidlertid først fyldestgørende kunne udfoldes i forbindelse med en konkret emnekreds med særlig vidensstruktur. Dette arbejder vi på med emnekredsen »arv-miljø«.
... Com computadores ampliamos nossas capacidades, podemos resolver problemas que devido à sua complexidade de cálculo, por exemplo, seria impossível resolvermos sem eles. Mas, além disso, o uso do computador altera a natureza da própria atividade(PEA, 1985). ...
A aprendizagem transformadora é um tipo de abordagem educacional que vai além da simples aquisição de conhecimento e habilidades. Ela visa causar mudanças profundas na forma como os indivíduos pensam, percebem e interagem com o mundo ao seu redor. A aprendizagem transformadora busca não apenas informar os alunos, mas também inspirá-los a questionar suas próprias crenças, desafiar suposições e desenvolver uma compreensão mais profunda e crítica das questões. De fronte a isso, este artigo tem a meta principal de discorrer sobre o ensino da matemática com uso de tecnologias a fim de se obter um ensino transformador e uma aprendizagem potencializada. Para isso, irá se debruçar sobre estudos recentes sobre o tema, concretizando uma pesquisa de natureza bibliográfica com análises qualitativas do conteúdo.
... Through user action, DGEs can articulate and reinforce mathematical relationships through instantaneous feedback and characteristics can be dynamically explored (Arzarello, Micheletti, Olivero, Robutti, Paola, & Gallino, 1998;Goldenberg & Cuoco, 1998). Beyond simply improving on pre-technical geometric manipulations, DGEs allow users to construct, interact with, and investigate mathematical relations and ideas in novel forms (Pea, 1985;Ruthven, Hennessy, & Deaney, 2008). ...
This study investigates the nature of student errors in the context of problem solving and Dynamic Math Environments. This led to the development of the Problem Solving Action Identification Framework; this framework captures and defines all activities and errors associated with problem solving in a dynamic math environment.
... Cognitive tools are technologies that mediate instruction by engaging, enhancing, and extending a learner's cognitive abilities in the process of learning (Pea, 1985;Salomon et al., 1991). Pakdaman-Savoji et al. (2019) summarized three key attributes of cognitive tools, including (1) representing concepts or operations that learners find challenging to understand or acquire (Jonassen & Reeves, 1996); (2) enabling iterated interactions with the tool such that the represented knowledge will be internalized and used spontaneously (Salomon et al., 1991); and (3) sustaining distributed cognition by offloading operations to the tool such that cognitive resources are freed for self-regulation of learning and dealing with more complex aspects of the task (Lajoie, 1993). ...
Argumentation is a complex intellectual skill essential for academic achievement in a range of scholarly disciplines. Argumentative writing demands effective coordination of language use, reasoning processes, and background knowledge about a given topic. It is a cognitively challenging activity, especially for students learning English as a Foreign Language (EFL). The Dialectical Map (DMap) is an open-source argument visualization tool that scaffolds argument analysis, evaluation, and construction. A quasi-experiment was conducted with 190 undergraduate EFL students to investigate the pedagogical value of DMapping as a pre-writing activity. The research also explored the effect of DMapping on student motivation in learning argumentation. We found the DMap functioned as an effective pre-writing tool for argumentative writing and promoted transfer of argumentation skills. DMapping facilitated more balanced arguments, and students reported positive experiences and attitudes toward learning argumentation with the DMap. This paper concludes with implications and future research directions for using the DMap as a cognitive tool to foster meaningful learning.
... Instead of using technology to support or amplify traditional practices, technology should be an opportunity to reorganize learning to align with how our brains work. (Pea, 1986). ...
Fourteen areas in Mind, Brain and Education Science (MBE) intersect with and support the efficacy of the Challenge Based Learning (CBL) framework. In this essay, each area is briefly explained and connected to a key idea within CBL. It is important to note that all MBE concepts presented are grounded in complex understandings of the brain that continue to evolve. This essay does not directly address the scientific research. Refer to the reference section for a deeper scientific and research dive.
Multimedia has been used in teaching for a long time. Many researchers have dealt with the process of teaching mathematics using computer technology, in particular using multimedia as a teaching tool. This paper presents an overview of the theories and results of previous research that deal with teaching mathematics using multimedia.The aim of this paper is to explore, on the basis of previous research, the benefits and advantages of using multimedia in mathematics education. The results of the research show that using multimedia in mathematics teaching facilitates the adoption of concepts, complex mathematical procedures and concepts, and encourages more active knowledge acquisition and a better understanding of abstract mathematical concepts. By combining several different media, mathematical concepts and procedures can be better represented and explained. Multimedia teaching messages encourage the learning and development of mathematical skills and abilities. In the research, students give positive opinions on the use of multimedia in teaching mathematics, because it is easier for them to follow the lesson, they learn faster, have better understanding, learn more easily, more interesting, more regular at school, and like to attend such classes.
What will the college preparatory mathematics program look like in the year 2000? I shall try to tell you.
Updated and expanded, this second edition satisfies the same philosophical objective as the first -- to show the importance of problem posing. Although interest in mathematical problem solving increased during the past decade, problem posing remained relatively ignored. The Art of Problem Posing draws attention to this equally important act and is the innovator in the field. Special features include: •an exploration ofthe logical relationship between problem posing and problem solving •a special chapter devoted to teaching problem posing as a separate course •sketches, drawings, diagrams, and cartoons that illustrate the schemes proposed a special section on writing in mathematics. © 1990 by Stephen I. Brown and Marion I. Walter. All rights reserved.
