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Conceptual Models (CM) for Learning Algebra in Hong Kong Secondary School
by thomas chiu
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Conceptual Models (CM) for Learning Algebra in Hong Kong Secondary School

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Conceptual Learning

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facilitate learning by

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provided an learning environment for

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support higher order thinking

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Design

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Represention

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interaction

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consistent

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layout

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situative persepctives

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help

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content

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New node

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importan concept

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Content (Algebra)

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procedural knowledge

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conceptual Knowledge (mathematical concept)

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Characteristics

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Its importance

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support the new learning enviroment

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support meaningful learning

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improve learning and teaching processes

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

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Use of CM for instruction

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Support for aquistion of meaningful learning

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

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Problems of conceptual Learning

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the conceptual is not well understood

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it is difficult to define Mathematical concepts

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Background (the construction of mathematical concepts)

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traditional teaching

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conceptual learning

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Conceptual Change

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ontological perspective

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mental model

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concept map

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Types of Learners

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experience learners

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novice learner

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Number of Conceptual Models

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Bodemer

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

Mayer 2001, Paivio 1986, Rieber

churchill, mayer, learning and instruction

adobe multimedia learning

adobe mutlimedia learning

signal principal (Mayer)

baykul 1999, Ma 1999, Bali 1998

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

Book: Learning and Instruction (Mayer 2008)

CM is one of the solutions for the existing problem

Ferdinando Arzarello, Ornella Robutti and Luciana Bazzini

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

Hasemann & Mansfield 1995, Doerr & Browers 1999