Comments on: Pro Tip /2011/pro-tip/ less helpful Tue, 25 Jan 2011 05:26:36 +0000 hourly 1 https://wordpress.org/?v=6.8.2 By: Jerrid Kruse /2011/pro-tip/#comment-275747 Tue, 25 Jan 2011 05:26:36 +0000 /?p=9149#comment-275747 Sorry for the repeated comments, but I found this reference that will be up your alley for representational types:

Olson, J.K. (2008). The Science Representation Continium. Science and Children, 46 (1), 52-55.

]]> By: Dan Meyer /2011/pro-tip/#comment-275674 Mon, 24 Jan 2011 06:21:50 +0000 /?p=9149#comment-275674 Obliged, y’all, for contributing the first few citations to my lit review.

]]> By: Jerrid Kruse /2011/pro-tip/#comment-275671 Mon, 24 Jan 2011 05:50:37 +0000 /?p=9149#comment-275671 by no means am I an “expert”, but i dabble in this area of representation as it relates to teaching teachers to teach science. Here is an editorial i wrote that might get you started. I cite both Willingham and Olson:

http://ists.pls.uni.edu/istj/issues/36/2_spring_09/editorial.pdf

]]> By: Jerrid Kruse /2011/pro-tip/#comment-275668 Mon, 24 Jan 2011 05:47:06 +0000 /?p=9149#comment-275668 You might want to do some research on developmental learning theory. Also, seek out some articles by Dan Willingham, Joanne Olson and myself about representation types. This might be a hole in the math ed research, but not the greater education literature. That said, finding your niche is key to success in academia!

]]> By: Matt W. /2011/pro-tip/#comment-275426 Thu, 20 Jan 2011 17:47:49 +0000 /?p=9149#comment-275426 You might be interested in contributing to Richard Lesh’s work on mathematical modeling. He and an expanding group of colleagues have done a lot of excellent work in this area. Beyond Constructivsm (with Helen Doerr) outlines his key ideas and provides several sample problems.

In a nutshell:
“One of the most significant characteristics that make model-eliciting activities different than most traditional textbook word problems is that, for the latter, the main thing that’s problematic (beyond difficulties associated with computational skills that such problems generally emphasize) is that students must make meaning out of a symbolically described situation. Whereas, for model-eliciting activities, what’s most problematic is that students must make productive symbolic descriptions of meaningful situations.”
(from article @ http://www.arp.sprnet.org/curric/Dept_Chairs/math_conceptual_learning.pdf; also includes a number of sample problems)

]]> By: David Cox /2011/pro-tip/#comment-275353 Wed, 19 Jan 2011 18:31:10 +0000 /?p=9149#comment-275353 Hmm. Blind spot in research, huh? Better sign up for that one before someone jumps on it.

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