Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Gotorp36to

Annotation of	Annotationen:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-07-23T14:25:33.739Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Gotorp36to","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":14,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":1114°Ӻ,"quote":"Both educational scientists and teachers in the field of mathematics education try to model the children’s mathematical reality and how that reality may be cognitively built up piece by piece. The first, the scientists, may be mainly interested in establishing the hard core of a mathematics learning theory that would be applicable to as large a number of children as possible, but the viability of that theory, to quote Lakatos again, depends on “confirmations or ‘verifications’ that sustain a scientific research program. ” Consequently, in order to “confirm” or “verify” their theory, the scientists must “test” it by observing individuals. But – and this is crucial from the cognitive point of view – the tests in this context do not primarily concern the level of performance of new children but rather the question of whether or not the model can be maintained in the face of observations and teaching experiments with new children. However, it is not only in the context of justification but also in the context of re-invention that the scientific investigators need to observe individuals.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"","order":"mw-content-text","category":"Prämisse3","data_creacio":1563884727217°