cK¢, a model to reason on learners' conceptions

Nicolas Balacheff 1
1 MeTAH
LIG - Laboratoire d'Informatique de Grenoble
Abstract : 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.
Type de document :
Communication dans un congrès
Mara V. Martinez, Alison Castro Superfine. PME-NA 2013 - Psychology of Mathematics Education, North American Chapter, Nov 2013, Chicago, IL, United States. pp.2-15
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Dernière modification le : jeudi 11 octobre 2018 - 08:48:04
Document(s) archivé(s) le : jeudi 6 avril 2017 - 06:42:15

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  • HAL Id : hal-00853856, version 1
  • ARXIV : 1308.5300

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Nicolas Balacheff. cK¢, a model to reason on learners' conceptions. Mara V. Martinez, Alison Castro Superfine. PME-NA 2013 - Psychology of Mathematics Education, North American Chapter, Nov 2013, Chicago, IL, United States. pp.2-15. 〈hal-00853856〉

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