The EDRL research group works around a theoretical strain (embodied cognition), a methodological line (design-based research), and a disciplinary emphasis (mathematics). Thus, the laboratory hosts the full cycle of design-research projects that are geared to contribute to theory and practice of multi-modal mathematical learning and reasoning as well as to design theory.
K. Juuti, and J. Lavonen. NorDiNa, (2006)Construction of research based teaching sequences through Developmental research (Linsje, 1995), Educational reconstruction (Duit, Komorek & Wilbers, 1997), or Ingenierie Didactique (Artigue, 1994), can be considered very similar with design-based research. On the one hand, these approaches take into careful consideration students’ previous knowledge and emphasise basic scientific concepts and how they are related to the teaching sequence (Méhuet, 2004) and on another hand they aim to design the artefacts. For example, Andersson and Bach (2005) produced a teacher guide as an artefact describing the research-based sequence for teaching geometrical optics. However, these approaches focus on research-based design and the adoption of the innovations needs, for example, teachers’ in-service training.
(p 56).
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113-126(March 1976)p. 116:
"The Physical Symbol System Hypothesis. A physical
symbol system has the necessary and sufficient
means for general intelligent action."
p. 120:
"Heuristic Search Hypothesis. The solutions to
problems are represented as symbol structures.
A physical symbol system exercises its intelligence
in problem solving by search--that is, by
generating and progressively modifying symbol
structures until it produces a solution structure."
p. 121:
"To state a problem is to designate (1) a test
for a class of symbol structures (solutions of the
problem), and (2) a generator of symbol structures
(potential solutions). To solve a problem is
to generate a structure, using (2), that satisfies
the test of (1).".
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