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Conceptual Models (CM) for Learning Algebra in Hong Kong Secondary School by Mind Map: Conceptual Models (CM) for Learning Algebra in Hong Kong Secondary School
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Conceptual Models (CM) for Learning Algebra in Hong Kong Secondary School

Conceptual Learning

facilitate learning by

Bodemer  

provided an learning environment for

support higher order thinking

Design

Ainsworth (2006), Lowe 1999, Lewalter 2003, Mayor 2003, Patti Shank, adobe book: Multimedia learning Book: Cambridge handbookof Multimedia learning    

Represention

Mayer 2001, Paivio 1986, Rieber  

interaction

churchill, mayer, learning and instruction      

consistent

adobe multimedia learning

layout

adobe mutlimedia learning  

situative persepctives

help

content

New node

importan concept

signal principal (Mayer)

Content (Algebra)

procedural knowledge

baykul 1999, Ma 1999, Bali 1998  

conceptual Knowledge (mathematical concept)

baykul 1999, Ma 1999, Bali 1998baykul 1999, Ma 1999, Bali 1998

Characteristics

Its importance

support the new learning enviroment

support meaningful learning

improve learning and teaching processes

Learning algebra issue in Hong Kong (age 12 to 18)

Use of CM for instruction

Support for aquistion of meaningful learning

Book: Learning and Instruction (Mayer 2008)  

Design for Task for algebra learning in lesson or self learning(package)

Problems of conceptual Learning

CM is one of the solutions for the existing problem

the conceptual is not well understood

it is difficult to define Mathematical concepts

Background (the construction of mathematical concepts)

Ferdinando Arzarello, Ornella Robutti and Luciana Bazzini  

traditional teaching

conceptual learning

Conceptual Change

ontological perspective

I prefer this perspective as it is more suitable for secondary school students

mental model

concept map

Hasemann & Mansfield 1995, Doerr & Browers 1999  

Types of Learners

experience learners

novice learner

Number of Conceptual Models