Developing a Pedagogical Domain Theory of Early Algebra Problem Solving

Topics:
Electrical and Electronic
Tags:
Domain,
Theory
Source:
Carnegie Mellon University

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Overview: This white paper describes a theory of quantitative representations and processes that makes novel predictions about student problem-solving and learning during the transition from arithmetic to algebraic competence or "early algebra". The Early Algebra Problem Solving (EAPS) theory comes in the form of a cognitive model within the ACT-R cognitive architecture. As a "pedagogical domain theory", EAPS theory can be used to make sense of the pattern of difficulties and successes students experience in early algebra problem solving and learning.

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Format: PDF | Size: 2,601KB | Date: Mar 2002 | Pages: 42

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