Leveling transparency via situated intermediary learning objectives (SILOs)

When designers set out to create a mathematics learning activity, they have a fair sense of its objectives: students will understand a concept and master relevant procedural skills. In reform-oriented activities, students first engage in concrete situations, wherein they achieve situated, intermediary learning objectives (SILOs), and only then they rearticulate their solutions formally. We define SILOs as heuristics learners devise to accommodate contingencies in an evolving problem space, e.g., monitoring and repairing manipulable structures so that they model with fidelity a source situation. Students achieve SILOs through problem-solving with media, instructors orient toward SILOs via discursive solicitation, and designers articulate SILOs via analyzing implementation data. We describe the emergence of three SILOs in developing the activity Giant Steps for Algebra. Whereas the notion of SILOs emerged spontaneously as a framework to organize a system of practice, i.e. our collaborative design, it aligns with phenomenological theory of knowledge as instrumented action

Learning by Seeing by Doing: Arithmetic Word Problems

Learning by doing in pursuit of real-world goals has received much attention from education researchers but has been unevenly supported by mathematics education software at the elementary level, particularly as it involves arithmetic word problems. In this article, we give examples of doing-oriented tools that might promote children\u27s ability to see significant abstract structures in mathematical situations. The reflection necessary for such seeing is motivated by activities and contexts that emphasize affective and social aspects. Natural language, as a representation already familiar to children, is key in these activities, both as a means of mathematical expression and as a link between situations and various abstract representations. These tools support children\u27s ownership of a mathematical problem and its expression; remote sharing of problems and data; software interpretation of children\u27s own word problems; play with dynamically linked representations with attention to children\u27s prior connections; and systematic problem variation based on empirically determined level of difficulty

On the role of domain-specific knowledge in the visualization of technical flows

In this paper, we present an overview of a number of existing flow visualization methods, developed by the authors in the recent past, that are specifically aimed at integrating and leveraging domain-specific knowledge into the visualization process. These methods transcend the traditional divide between interactive exploration and featurebased schemes and allow a visualization user to benefit from the abstraction properties of feature extraction and topological methods while retaining intuitive and interactive control over the visual analysis process, as we demonstrate on a number of examples

THE "POWER" OF TEXT PRODUCTION ACTIVITY IN COLLABORATIVE MODELING : NINE RECOMMENDATIONS TO MAKE A COMPUTER SUPPORTED SITUATION WORK

Language is not a direct translation of a speaker’s or writer’s knowledge or intentions. Various complex processes and strategies are involved in serving the needs of the audience: planning the message, describing some features of a model and not others, organizing an argument, adapting to the knowledge of the reader, meeting linguistic constraints, etc. As a consequence, when communicating about a model, or about knowledge, there is a complex interaction between knowledge and language. In this contribution, we address the question of the role of language in modeling, in the specific case of collaboration over a distance, via electronic exchange of written textual information. What are the problems/dimensions a language user has to deal with when communicating a (mental) model? What is the relationship between the nature of the knowledge to be communicated and linguistic production? What is the relationship between representations and produced text? In what sense can interactive learning systems serve as mediators or as obstacles to these processes

Backward Reachability of Array-based Systems by SMT solving: Termination and Invariant Synthesis

The safety of infinite state systems can be checked by a backward reachability procedure. For certain classes of systems, it is possible to prove the termination of the procedure and hence conclude the decidability of the safety problem. Although backward reachability is property-directed, it can unnecessarily explore (large) portions of the state space of a system which are not required to verify the safety property under consideration. To avoid this, invariants can be used to dramatically prune the search space. Indeed, the problem is to guess such appropriate invariants. In this paper, we present a fully declarative and symbolic approach to the mechanization of backward reachability of infinite state systems manipulating arrays by Satisfiability Modulo Theories solving. Theories are used to specify the topology and the data manipulated by the system. We identify sufficient conditions on the theories to ensure the termination of backward reachability and we show the completeness of a method for invariant synthesis (obtained as the dual of backward reachability), again, under suitable hypotheses on the theories. We also present a pragmatic approach to interleave invariant synthesis and backward reachability so that a fix-point for the set of backward reachable states is more easily obtained. Finally, we discuss heuristics that allow us to derive an implementation of the techniques in the model checker MCMT, showing remarkable speed-ups on a significant set of safety problems extracted from a variety of sources.Comment: Accepted for publication in Logical Methods in Computer Scienc

An Epistemology for Agribusiness: Peers, Methods and Engagement in the Agri-Food Bio System

The IFAMR is published by the International Food and Agribusiness Management Association www.ifama.orgagribusiness, epistemology, research methods, wicked problems, engaged scholarship, research rigor, grounded theory, Agribusiness, Research and Development/Tech Change/Emerging Technologies, Teaching/Communication/Extension/Profession, Q130,