Principles for Developing Thought-Revealing Activities for Students and Teachers

By Richard A. Lesh, Mark N. Hoover, B. Hole, Anthony E. Kelly, T. Post. 2000

543 citations recorded by the source corpus.

Subfields: Developmental and Educational Psychology, Information Systems

View Paper: https://www.semanticscholar.org/paper/8196bf5a6ad99630596d8658bfc33745f4fd5b7b

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In Developmental and Educational Psychology

In Information Systems

Citations in the corpus

Emergent modeling: discrete graphs to support the understanding of change and velocity (2009, background): “In the following we will argue that open modeling activities are important for such an approach, because they show the students’ reasoning and representational abilities that you can proceed from (Lesh et al., 2000).”
Factors that Influence Mathematical Creativity (2019, background): “…for creative thinking in mathematics, this scale does not meet the specific needs of measuring mathematical creativity, as the items throughout the test are not linked to real-world problems and do not lend themselves to the MEA principles of design (Chamberlin & Moon, 2005; Lesh et al., 2000).”
Problem Solving, Modeling, and Local Conceptual Development (2003, background): “…test and revise, and because students themselves determine directions for improvement, it is possible to go beyond investigating typical development in natural environments to also examine induced development within carefully controlled and mathematically enriched environments (Lesh et al., 2000).”
Characterizations of Social-Based and Self-Based Contexts Associated with Students' Awareness, Evaluation, and Regulation of Their Thinking during Small-Group Mathematical Modeling. (2011, background): “MEAs are designed for groups of 3–4 people to solve in a period between 30–60 minutes (Lesh et al., 2000).”
Handbook Of Design Research Methods In Education: Innovations In Science, Technology, Engineering, And Mathematics Learning And Teaching (2018, methodology): “Thus, the task of designing such artifacts tends to be a thought-revealing activity (Lesh et al., 2000).”
Five different perspectives on mathematical modeling in mathematics education (2020, methodology): “life, society, and the workplace (Lesh et al., 2000; Blum & Ferri 2009; Niss, 1996; Zbiek, 1998), and how mathematical modeling provides a venue through which learners can engage in mathematics in robust ways (Zbiek & Conner, 2006).”
Modeling-based learning in science education: cognitive, metacognitive, social, material and epistemological contributions (2012, methodology): “…process followed by students when developing models of physical phenomena (Constantinou 1999; Hestenes 1992, 1997; Lehrer and Schauble, 2006; Lesh et al. 2000; Metcalf, Krajcik, and Soloway 2000), the differences reflect the granularity of the descriptions rather than the actual steps…”
Model-Eliciting Activities as a Tool to Develop and Identify Creatively Gifted Mathematicians (2005, methodology): “MEAs may be viewed as a tool to identify individuals with a high amount of creativity and tacit knowledge in mathematics through the use of the Quality Assurance Guide (Lesh et al., 2000), in coordination with the Ways of Thinking Sheet (Chamberlin, 2004).”