Editing Annotation:Text:Conceptual Models in Educational Research and Practice/A0tjxsofis
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|AnnotationOf=Text:Conceptual_Models_in_Educational_Research_and_Practice | |AnnotationOf=Text:Conceptual_Models_in_Educational_Research_and_Practice | ||
| − | |LastModificationDate=2019- | + | |AnnotationComment=That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations. |
| + | |LastModificationDate=2019-06-11T19:28:54.576Z | ||
|LastModificationUser=User:Sarah Oberbichler | |LastModificationUser=User:Sarah Oberbichler | ||
| − | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"A0tjxsofis","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ23Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ24Ӻ","endOffset":1130°Ӻ,"quote":"Working with children is in many ways like working with foreigners with whom one has only fragments of a language in common. The situation is extreme when the work involves numbers and mathematical operations and aims at developing some insight into how individual children think about numbers and how they operate with them. Anyone who has seriously tried to investigate what actually goes on in children’s heads when they are struggling to solve an addition or subtraction problem at the limit of their present capability will have realized that the children’s mathematical world is indeed outlandish from the adult’s point of view. \nYet, children who have not been totally alienated from the number game and have at least a modicum of motivation do not act randomly. They do proceed according to some method, even if that method would seem unorthodox to the experienced reckoner. To get an inkling of what that method might be, investigators cannot but use their own imagination and try to conceive a reasonable path that might connect such manifestations of children’s operating as can be observed, with steps that could possibly lead to an answer to the given question. That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.","highlights":Ӷ^" | + | |AnnotationMetadata=^"permissions":^"read":ӶӺ,"update":ӶӺ,"delete":ӶӺ,"admin":ӶӺ°,"user":^"id":6,"name":"Sarah Oberbichler"°,"id":"A0tjxsofis","ranges":Ӷ^"start":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ23Ӻ","startOffset":0,"end":"/divӶ3Ӻ/divӶ4Ӻ/divӶ1Ӻ/pӶ24Ӻ","endOffset":1130°Ӻ,"quote":"Working with children is in many ways like working with foreigners with whom one has only fragments of a language in common. The situation is extreme when the work involves numbers and mathematical operations and aims at developing some insight into how individual children think about numbers and how they operate with them. Anyone who has seriously tried to investigate what actually goes on in children’s heads when they are struggling to solve an addition or subtraction problem at the limit of their present capability will have realized that the children’s mathematical world is indeed outlandish from the adult’s point of view. \nYet, children who have not been totally alienated from the number game and have at least a modicum of motivation do not act randomly. They do proceed according to some method, even if that method would seem unorthodox to the experienced reckoner. To get an inkling of what that method might be, investigators cannot but use their own imagination and try to conceive a reasonable path that might connect such manifestations of children’s operating as can be observed, with steps that could possibly lead to an answer to the given question. That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.","highlights":Ӷ^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°,^"jQuery3210446846850196055742":^°°Ӻ,"text":"That is to say, no matter how hard investigators try to adapt their analyses to the “foreign” ways of children, the model they build up will always be a model constructed out of concepts that are necessarily the investigators’. Because children’s ways of thinking are never directly accessible, the investigators’ model can never be compared to a child’s thought in order to determine whether there is or is not a perfect match. The most one can hope for is that the model fits whatever observations one has made and, more importantly, that it remains viable in the face of new observations.","category":"Argumentation2","data_creacio":1560274105197° |
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