Problem Solving, Modeling, and Local Conceptual Development

By Richard A. Lesh, Guershon Harel. 2003

316 citations recorded by the source corpus.

Subfields: Education, Statistics and Probability

View Paper: https://www.semanticscholar.org/paper/74f3913fbe23d6a73539dd5463be7c8ebce60f0e

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In Statistics and Probability

Citations in the corpus

Model-Eliciting Activities (MEAs) as a Bridge Between Engineering Education Research and Mathematics Education Research (2008, background): “What is it specifically, though, about the nature of MEAs, their lineage as an educational research tool, or their evolution into curricular use that might attract the interest of the engineering education research community? And, how is the adaptation of the MEA approach by engineering educators re”
Student Perceptions of Learning in the Laboratory: Comparison of Industrially Situated Virtual Laboratories to Capstone Physical Laboratories (2011, background): “This notion is intimately related to students’ intellectual growth and reinforces the model of local conceptual development in this situated activity (Lesh & Harel, 2003).”
Mathematical modelling in the early school years (2005, methodology): “…models focus on structural characteristics of phenomena (e.g. patterns, interactions, and relationships among elements) rather than surface features (e.g. biological, physical or artistic attributes), they are powerful tools in predicting the behaviour of complex systems (Lesh & Harel, 2003).”
Evolving Communities of Mind-In Which Development Involves Several Interacting and Simultaneously Developing Strands (2004, methodology): “The Quilt Problem is described in greater detail in Lesh and Harel (2003).”
Synthesizing Results From Empirical Research on Computer-Based Scaffolding in STEM Education (2016, background): “In modeling/visualization, the focus is on students making visual models that represent relationships among underlying variables (Lesh & Harel, 2003) or by presenting these kinds of visuals to students.”
The effects of problem-posing intervention types on elementary students’ problem-solving (2018, background): “Several positive outcomes attributed to problems posing include mathematical fluency (Poncy, Skinner, and Jaspers 2007; Fuchs et al. 2008), mathematical reasoning (Greeno and Simon 1984), and deeper conceptual and procedural understanding (Lesh and Harel 2003).”
Supporting Algebraic Reasoning through Personalized Story Scenarios: How Situational Understanding Mediates Performance (2013, background): “…use meaningful, real world situations in which mathematics is useful to build powerful models, bringing their own personal meaning to bear on testing and iterating their current mathematical understandings (Lesh, Cramer, Doerr, Post & Zawojewski, 2003; Lesh & Harel, 2003; Lesh & Zawojewski, 2007).”
Modeling in Engineering: The Role of Representational Fluency in Students' Conceptual Understanding (2013, background): “The work of Lesh and Harel (2003) demonstrates a similar phenomenon.”