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Difference between revisions of "Textual descriptions in mathematics"
(Created page with "== Decoding work done == == Bottleneck == Given statements in natural language involving set descriptions or quantifiers students find it difficult to formalize such statemen...") (Tag: Visual edit) |
(Tag: 2017 source edit) |
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| − | == Decoding work done == | + | ==Decoding work done== |
| − | == | + | ===Identification of bottleneck=== |
Given statements in natural language involving set descriptions or quantifiers students find it difficult to formalize such statements, in particular if there is more than one quantifier involved. | Given statements in natural language involving set descriptions or quantifiers students find it difficult to formalize such statements, in particular if there is more than one quantifier involved. | ||
| − | == | + | ===Description of mental tasks needed to overcome the bottleneck=== |
Parsing ... Good Enough Theory | Parsing ... Good Enough Theory | ||
| − | == Modelling the tasks == | + | ===Modelling the tasks=== |
.... | .... | ||
| − | == Practice and Feedback == | + | ===Practice and Feedback=== |
... | ... | ||
| − | == Anticipate and lessen resistance == | + | ===Anticipate and lessen resistance=== |
... | ... | ||
| − | == Assessment of student mastery == | + | ===Assessment of student mastery=== |
... | ... | ||
| − | == Sharing == | + | ===Sharing=== |
... | ... | ||
| − | == Researchers involved == | + | ==Researchers involved== |
Peter Riegler | Peter Riegler | ||
| − | == See also == | + | ==See also== |
| − | == Notes == | + | ==Notes== |
| − | == References == | + | ==References== |
| − | External Links | + | ==External Links== |
Revision as of 18:27, 4 September 2020
Contents
Decoding work done
Identification of bottleneck
Given statements in natural language involving set descriptions or quantifiers students find it difficult to formalize such statements, in particular if there is more than one quantifier involved.
Description of mental tasks needed to overcome the bottleneck
Parsing ... Good Enough Theory
Modelling the tasks
....
Practice and Feedback
...
Anticipate and lessen resistance
...
Assessment of student mastery
...
Sharing
...
Researchers involved
Peter Riegler