Using Valsiner

Students develop within rich, complex cultural community settings involving teachers and the environmental surrounds. To investigate the multiple perspectives in such a teaching and learning setting a suitable framework incorporating sociocultural practices is needed. The developmental works of Valsiner are proposed here which, it will be argued, assists in the identification and analysis of developmental issues. The application of the theoretical framework presented in this paper is exemplified in the development of numeracy in a 1st year nursing progra

Model, Metamodel and Topology

This reply to Gash’s (Found Sci 2013) commentary on Nescolarde-Selva and Usó-Doménech (Found Sci 2013) answers the three questions raised and at the same time opens up new questions

Reality, Systems and Impure Systems

Impure systems contain Objects and Subjects: Subjects are human beings. We can distinguish a person as an observer (subjectively outside the system) and that by definition is the Subject himself, and part of the system. In this case he acquires the category of object. Objects (relative beings) are significances, which are the consequence of perceptual beliefs on the part of the Subject about material or energetic objects (absolute beings) with certain characteristics.The IS (Impure System) approach is as follows: Objects are perceptual significances (relative beings) of material or energetic objects (absolute beings). The set of these objects will form an impure set of the first order. The existing relations between these relative objects will be of two classes: transactions of matter and/or energy and inferential relations. Transactions can have alethic modality: necessity, possibility, impossibility and contingency. Ontic existence of possibility entails that inferential relations have Deontic modality: obligation, permission, prohibition, faculty and analogy. We distinguished between theorems (natural laws) and norms (ethical, legislative and customary rules of conduct)

An exploration of how social science students utilise an opportunity to learn about simulation-based research methods : A design-based study

Paper I, Paper III and Paper IV is excluded from the dissertation with respect to copyright.Paper III and Paper IV is not published yet.At the core of this thesis lies an exploration of how social science students utilise an opportunity to learn about Modeling and Simulation (M&S)-based research methods. The study is framed within the Cultural Historical Activity Theory (CHAT). The thesis also utilises local theories such as the community of practice theory, the theory of objectification, and the theory of semiotic representation, and these are used to analyse, interpret and discuss the data generated in the study. During the analysis, boundary-crossing, boundary objects, tension and contradictions within and between activity systems were identified. Metaknowledge underpinning Modelling and Simulation (M&S) research methodology and mathematics, process and product mathematics, and epistemological analysis of simulation-based educational tools are explicated to interpret the data generated and explore students’ meanings and anchor the discussion presented in the dissertation. The study aims to understand how social science students utilise opportunities to learn about M&S-based research methods to study social dynamics. Further, to achieve the goal, the research also explores how students utilise metaknowledge while learning about M&S-based research methods. The study uses a design-based intervention approach to implement an M&S-based research methods curriculum module for students on social sciences programs. The design-based research processes were cyclic and iterative, with each component of the intervention affecting the others. This dissertation includes four independent papers (published or submitted for publication). The overall study resulted in the development of an M&S-based research methods module that was informed by and evolved throughout each intervention. My Paper 1 reports the outcome of intervention study I, which set out to explore the feasible and practical design of an M&S-based research methods module with the students of religion. Precisely, Paper 1 laid an empirical foundation of the study that made it possible to increase the intensity of the M&S-based research methods module in the following iteration with the students of Development Studies. Paper 2 reports intervention study II, which investigates how Development Studies students can gain metaknowledge about M&S-based research methods: its rationale, background knowledge, and opportunities and limitations of the research methods. Using the results of intervention studies, I and II, the next iteration, intervention study III, set out to explore how undergraduate students of religion utilise an opportunity to learn about the M&S-based research method. Paper 3 reports on formative evaluation of ‘meet-the-expert’ event, an element of the M&S-based methods curriculum module implemented through seminars and workshops. Moreover, Paper 4 deals with the pedagogical aspects of M&S-based tools and reveals how such tools can facilitate students’ evolutionary process of mathematical and social science sense-making during their interaction with the social simulation applet.publishedVersio

Chance and Necessity: Hegel’s Epistemological Vision

In this paper the authors provide an epistemological view on the old controversial random-necessity. It has been considered that either one or the other form part of the structure of reality. Chance and indeterminism are nothing but a disorderly efficiency of contingency in the production of events, phenomena, processes, i.e., in its causality, in the broadest sense of the word. Such production may be observed in natural and artificial processes or in human social processes (in history, economics, society, politics, etc.). Here we touch the object par excellence of all scientific research whether natural or human. In this work, is presented a hypothesis whose practical result satisfies the Hegelian dialectic, with the consequent implication of their mutual reciprocal integration. Producing abstractions, without which, there is no thought or knowledge of any kind, from the concrete, that is, the real problem, which in this case is a given Ontological System or Reality.Open Access funding provided thanks to the CRUE-CSIC agreement with Springer Nature

On Semiotics and Education

A “semiotic approach” to education, that is an educational approach that draws from semiotics, cannot consist in the mere amalgamation of a semiotic theory and an educational one. In this article, I argue that the manner in which semiotics can contribute to education is mediated by the epistemological assumptions that underpin educational theories and the extent to which those assumptions can be cast in, and even be transformed by, semiotic concepts and constructs. After discussing the epistemic role of signs in two major epistemological theories (Leibniz’s and Piaget’s), I present an example of a semiotic approach to education that I illustrate around a classroom teaching-learning episode.Une perspective didactique qui cherche à inclure des idées sémiotiques ne peut pas se limiter à effectuer une amalgamation d’une théorie sémiotique et d’une théorie didactique. Dans cet article, je suggère que la manière dont la sémiotique peut contribuer à la recherche en didactique est conditionnée par les supposés sur lesquels s’appui l’approche didactique elle-même et par les possibilités d’exprimer (voire transformer) ces présupposés à l’aide de concepts sémiotiques. Dans la première partie de l’article, afin de montrer la complexité de la problématique sous-jacente à l’articulation de sémiotique et didactique, je m’arrête sur le rôle épistémique des signes. Pour ce faire, j’examine deux théories épistémologiques importantes (celle de Leibniz et celle de Piaget). Dans la deuxième partie, je présente un exemple d’une perspective sémiotique éducative à l’aide d’un épisode de salle de classe

Developmental perspectives of numerical thinking for the interpretation of physical quantities

This research reveals the perspectives in the teaching of numerical thinking through a documentary review. The representation of physical elements such as functions, vectors and operators, and their subsequent interpretation through numerical thinking gives meaning to the physical quantities that such elements represent. A documentary sample integrated for 40 sources on numerical thinking such as articles published in indexed journals, postgraduate dissertations, and books is considered. A qualitative content analysis method is used. First, an encoding procedure is applied for tagging the extracted information from the source documents. Then, a split and merge procedure is considered in order to establish from the tags the dimensions and categories that allow determining the conceptual relationships that support the developmental perspectives of numerical thinking. The method reveals that the numerical thinking can be developed in the global context from four perspectives, namely, historical, theoretical, curricular, and social perspectives. From these results, an incorporation of the such perspectives can be institutionalized for promoting curricular, didactic and evaluative new proposals for numerical thinking teaching

Improving QED-Tutrix by Automating the Generation of Proofs

The idea of assisting teachers with technological tools is not new. Mathematics in general, and geometry in particular, provide interesting challenges when developing educative softwares, both in the education and computer science aspects. QED-Tutrix is an intelligent tutor for geometry offering an interface to help high school students in the resolution of demonstration problems. It focuses on specific goals: 1) to allow the student to freely explore the problem and its figure, 2) to accept proofs elements in any order, 3) to handle a variety of proofs, which can be customized by the teacher, and 4) to be able to help the student at any step of the resolution of the problem, if the need arises. The software is also independent from the intervention of the teacher. QED-Tutrix offers an interesting approach to geometry education, but is currently crippled by the lengthiness of the process of implementing new problems, a task that must still be done manually. Therefore, one of the main focuses of the QED-Tutrix' research team is to ease the implementation of new problems, by automating the tedious step of finding all possible proofs for a given problem. This automation must follow fundamental constraints in order to create problems compatible with QED-Tutrix: 1) readability of the proofs, 2) accessibility at a high school level, and 3) possibility for the teacher to modify the parameters defining the "acceptability" of a proof. We present in this paper the result of our preliminary exploration of possible avenues for this task. Automated theorem proving in geometry is a widely studied subject, and various provers exist. However, our constraints are quite specific and some adaptation would be required to use an existing prover. We have therefore implemented a prototype of automated prover to suit our needs. The future goal is to compare performances and usability in our specific use-case between the existing provers and our implementation.Comment: In Proceedings ThEdu'17, arXiv:1803.0072