cK¢, a model to reason on learners' conceptions

Nicolas Balacheff (1)

1 MeTAH - Modèles et Technologies pour l’Apprentissage Humain

Understanding learners' understanding is a key requirement for an efficient design of teaching situations and learning environments, be they digital or not. This keynote outlines the modeling framework cK¢ (conception, knowing, concept) created with the objective to respond to this requirement, with the additional ambition to build a bridge between research in mathematics education and research in educational technology. After an introduction of the rationale of cK¢, some illustrations are presented. Then follow comments on cK¢ and learning. The conclusion evokes key research issues raised by the use of this modeling framework.

Mots clés: cK¢; Conception; Misconception; Knowing; Milieu; Didactical Situations; Conceptual Fields; Learner Modeling; Design Experiment; Technology Enhanced Learning

Mots clés: connaissance; didactique des mathématiques; milieu didactique; situation didactique; champ conceptuel; modélisation de l'apprenant

Domaines: Histoire et perspectives sur les mathématiques [math.HO]; Environnements Informatiques pour l'Apprentissage Humain; Education

Nicolas Balacheff. cK¢, a model to reason on learners' conceptions. PME-NA 2013 - Psychology of Mathematics Education, North American Chapter, Nov 2013, Chicago, IL, United States. pp.2-15. ⟨hal-00853856⟩