Sarah Oberbichler: Created page with "{{Schlussfolgerung3}} {{TextAnnotation |AnnotationOf=Annotationen:Conceptual_Models_in_Educational_Research_and_Practice |AnnotationComment=In order to formulate even the most..."

2019-07-23T12:25:19Z

Created page with "{{Schlussfolgerung3}} {{TextAnnotation |AnnotationOf=Annotationen:Conceptual_Models_in_Educational_Research_and_Practice |AnnotationComment=In order to formulate even the most..."

New page

{{Schlussfolgerung3}}
{{TextAnnotation
|AnnotationOf=Annotationen:Conceptual_Models_in_Educational_Research_and_Practice
|AnnotationComment=In order to formulate even the most tentative model of cognitive change, educational scientists must witness the growth of mathematical knowledge in particular children and clarify and substantiate their interpretations by means of deliberate interventions. Conceptual analysis alone is simply not sufficient as a source of insight in model building. It is only on the basis of models of particular children, that a more general model can eventually be abstracted – and the models of particular children are a natural bridge between educational scientists and the teachers.
|LastModificationDate=2019-07-23T14:25:24.311Z
|LastModificationUser=User:Sarah Oberbichler
|AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Ts6m6p4c9i","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","startOffset":1114,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/divӶ1Ӻ/divӶ5Ӻ","endOffset":1687°Ӻ,"quote":"In order to formulate even the most tentative model of cognitive change, educational scientists must witness the growth of mathematical knowledge in particular children and clarify and substantiate their interpretations by means of deliberate interventions. Conceptual analysis alone is simply not sufficient as a source of insight in model building. It is only on the basis of models of particular children, that a more general model can eventually be abstracted – and the models of particular children are a natural bridge between educational scientists and the teachers.","highlights":Ӷ^"jQuery3210092476566737965452":^°°Ӻ,"text":"In order to formulate even the most tentative model of cognitive change, educational scientists must witness the growth of mathematical knowledge in particular children and clarify and substantiate their interpretations by means of deliberate interventions. Conceptual analysis alone is simply not sufficient as a source of insight in model building. It is only on the basis of models of particular children, that a more general model can eventually be abstracted – and the models of particular children are a natural bridge between educational scientists and the teachers.","order":"mw-content-text","category":"Schlussfolgerung3","data_creacio":1563884717833°
}}

Annotation:Annotationen:Conceptual Models in Educational Research and Practice/Ts6m6p4c9i - Revision history

Sarah Oberbichler: Created page with "{{Schlussfolgerung3}} {{TextAnnotation |AnnotationOf=Annotationen:Conceptual_Models_in_Educational_Research_and_Practice |AnnotationComment=In order to formulate even the most..."