Annotation:Text:Conceptual Models in Educational Research and Practice/Jl427vznmg

Referenztyp:	Argumentation

Annotation of	Text:Conceptual_Models_in_Educational_Research_and_Practice
Annotation Comment
Last Modification Date	2019-06-11T12:07:38.579Z
Last Modification User	User:Sarah Oberbichler
Annotation Metadata	^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"Jl427vznmg","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ3Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ3Ӻ","endOffset":933°Ӻ,"quote":"The main objective of cognitively oriented educational scientists is to understand how children build up their picture of the world piece by piece. In mathematics education the specific objective is to understand the way children build up their mathematical reality and the operations by means of which they try to move within that reality. The scientific investigators who enter this still largely uncharted field cannot search for some ultimate truth but must strive to understand individual children’s understanding. The way to do this is to embed oneself as best one can in the actual situations where children manifest their constructing and solving procedures. First-hand observation, not only of children’s mathematical activity, but also of how that activity can be influenced, is necessary to gain the experiential basis for formulating explanations of it. The researcher must actually teach children (Steffe & Cobb, 1983).","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"","order":"mw-content-text","category":"WissenschaftlicheReferenz2","data_creacio":1560247658284°