Materials Similar to Nurturing sensemaking of, through, and with a mathematical model
- 53%: Using Conceptual Blending to model how we interpret computational models
- 49%: Physics students learning about abstract mathematical tools when engaging with “invisible” phenomena
- 48%: Methodological issues in eliciting blend mental models: The context of sound propagation
- 48%: Recurring questions that sustain the sensemaking frame
- 47%: Mathematical learning models that depend on prior knowledge and instructional strategies
- 47%: The Case for Dynamic Models of Learners' Ontologies in Physics
- 45%: Investigating students’ mental models and knowledge construction of microscopic friction. I. Implications for curriculum design and development
- 44%: A Study of the Nature of Students' Models of Microscopic Processes in the Context of Modern Physics Experiments
- 44%: Reading Time as Evidence for Mental Models in Understanding Physics
- 41%: Categorizing mathematical sense making and an example of how physics understanding can support mathematical understanding
- 40%: Model analysis of fine structures of student models: An example with Newton's third law
- 40%: Elements of a cognitive model of physics problem solving: Epistemic games
- 40%: Do prescribed prompts prime sensemaking during group problem solving?
- 39%: Evaluation of high school Cambodian students’ comprehension of the projectile trajectory using the model analysis technique
- 39%: Tracking the referent system to understand students' math modeling processes
- 37%: Using conceptual blending to describe how students use mathematical integrals in physics
- 36%: Learning to relate qualitative and quantitative problem representations in a model-based setting for collaborative problem solving
- 36%: A Comparative Study of the Cognitive and Metacognitive Differences between Modeling and Non-Modeling High School Physics Students
- 36%: Epistemic complexity and the journeyman-expert transition
