216), representation of the real problem situation in a mathematical expression or model, and the flexible use of the model to solve real world problems. Theoretical Framework: Conceptual Model-based Problem Solving Contemporary ...
Author: Yan Ping Xin
Publisher: Springer Science & Business Media
Are you having trouble in finding Tier II intervention materials for elementary students who are struggling in math? Are you hungry for effective instructional strategies that will address students’ conceptual gap in additive and multiplicative math problem solving? Are you searching for a powerful and generalizable problem solving approach that will help those who are left behind in meeting the Common Core State Standards for Mathematics (CCSSM)? If so, this book is the answer for you. • The conceptual model-based problem solving (COMPS) program emphasizes mathematical modeling and algebraic representation of mathematical relations in equations, which are in line with the new Common Core. • “Through building most fundamental concepts pertinent to additive and multiplicative reasoning and making the connection between concrete and abstract modeling, students were prepared to go above and beyond concrete level of operation and be able to use mathematical models to solve more complex real-world problems. As the connection is made between the concrete model (or students’ existing knowledge scheme) and the symbolic mathematical algorithm, the abstract mathematical models are no longer “alien” to the students.” As Ms. Karen Combs, Director of Elementary Education of Lafayette School Corporation in Indiana, testified: “It really worked with our kids!” • “One hallmark of mathematical understanding is the ability to justify,... why a particular mathematical statement is true or where a mathematical rule comes from” (http://illustrativemathematics.org/standards). Through making connections between mathematical ideas, the COMPS program makes explicit the reasoning behind math, which has the potential to promote a powerful transfer of knowledge by applying the learned conception to solve other problems in new contexts. • Dr. Yan Ping Xin’s book contains essential tools for teachers to help students with learning disabilities or difficulties close the gap in mathematics word problem solving. I have witnessed many struggling students use these strategies to solve word problems and gain confidence as learners of mathematics. This book is a valuable resource for general and special education teachers of mathematics. - Casey Hord, PhD, University of Cincinnati
Instruction based on schema theory—whether schema-based instruction (Jitendra et al., 2007), schema-broadening instruction (Fuchs, Fuchs, Finelli, Courey, & Hamlett, 2004; Fuchs et al, 2003), or conceptual model-based problem solving ...
Author: Bradley S. Witzel
Publisher: Council For Exceptional Children
Although two federal panels have concluded that all students can learn mathematics and most can succeed through Algebra 2, the abstractness of algebra and missing precursor understandings may be overwhelming to many students … and their teachers. Bridging the Gap Between Arithmetic & Algebra responds to this need for instruction and interventions that go beyond typical math lesson plans. Providing a review of evidence-based practices, the book is an essential reference for mathematics teachers and special education teachers when teaching mathematics to students who struggle with the critical concepts and skills necessary for success in algebra. Audiences: General education (mathematics) teachers, special education teachers, administrators, teacher educators.
In the current paper, we present theory that explains the roles of the IS and application domains in IS problem solving, and their inter-relationship. The theory is based on the dual-task model of IS problem solving  and can be used ...
Author: Jeffrey Parsons
th This publication comprises the proceedings of the 29 International Conference on Conceptual Modeling (ER 2010), which was held this year in Vancouver, British Columbia, Canada. Conceptual modeling can be considered as lying at the confluence of the three main aspects of information technology applications –– the world of the stakeholders and users, the world of the developers, and the technologies available to them. C- ceptual models provide abstractions of various aspects related to the development of systems, such as the application domain, user needs, database design, and software specifications. These models are used to analyze and define user needs and system requirements, to support communications between stakeholders and developers, to provide the basis for systems design, and to document the requirements for and the design rationale of developed systems. Because of their role at the junction of usage, development, and technology, c- ceptual models can be very important to the successful development and deployment of IT applications. Therefore, the research and development of methods, techniques, tools and languages that can be used in the process of creating, maintaining, and using conceptual models is of great practical and theoretical importance. Such work is c- ducted in academia, research institutions, and industry. Conceptual modeling is now applied in virtually all areas of IT applications, and spans varied domains such as organizational information systems, systems that include specialized data for spatial, temporal, and multimedia applications, and biomedical applications.
Conceptual model-based problem-solving (COMPS) approach: Teach students with learning difficulties to solve math problems. Boston: Sense. Xin, Y. P., Kastberg, S., & Chen, V. (2015). Conceptual Model-based Problem Solving (COMPS): A ...
Author: Patricio Felmer
This book collects recent research on posing and solving mathematical problems. Rather than treating these two crucial aspects of school mathematics as separate areas of study, the authors approach them as a unit where both areas are measured on equal grounds in relation to each other. The contributors are from a vast variety of countries and with a wide range of experience; it includes the work from many of the leading researchers in the area and an important number of young researchers. The book is divided in three parts, one directed to new research perspectives and the other two directed to teachers and students, respectively.
Conceptual model-based problem solving This method is based on contemporary approaches to word problem solving that emphasize mathematical modeling. According to Xin et al. (2011), conceptual model-based problem solving (COMPS) ...
Author: Steve Chinn
Mathematics plays an important part in every person’s life, so why isn’t everyone good at it? The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties brings together commissioned pieces by a range of hand-picked influential, international authors from a variety of disciplines, all of whom share a high public profile. More than fifty experts write about mathematics learning difficulties and disabilities from a range of perspectives and answer questions such as: What are mathematics learning difficulties and disabilities? What are the key skills and concepts for learning mathematics? How will IT help, now and in the future? What is the role of language and vocabulary? How should we teach mathematics? By posing notoriously difficult questions such as these and studying the answers The Routledge International Handbook of Dyscalculia and Mathematical Learning Difficulties is the authoritative volume and is essential reading for academics in the field of mathematics. It is an incredibly important contribution to the study of dyscalculia and mathematical difficulties in children and young adults.
The aspect on which we focus in our research is the role of the application domain in conceptual schema understanding. Although Information Systems (IS) development can be viewed as application domain problem solving using a software ...
Author: David Wayne Embley
Publisher: Springer Science & Business Media
This book constitutes the refereed proceedings of the 25th International Conference on Conceptual Modeling, ER 2006, held in Tucson, AZ, USA in November 2006. The 37 revised full papers presented together with two keynote talks, two panel session papers, six industrial papers, and five demo/posters papers were carefully reviewed and selected from 158 submissions.
The model thus defines the manner in which the contents of the knowledge base are both displayed by the program and ... We now consider the use of tools with conceptual models based on explicit and implicit models of problem-solving ...
Author: Jean-Marc David
Publisher: Springer Science & Business Media
Second Generation Expert Systems have been a very active field of research during the last years. Much work has been carried out to overcome drawbacks of first generation expert systems. This book presents an overview and new contributions from people who have played a major role in this evolution. It is divided in several sections that cover the main topics of the subject: - Combining Multiple Reasoning Paradigms - Knowledge Level Modelling - Knowledge Acquisition in Second Generation Expert Systems - Explanation of Reasoning - Architectures for Second Generation Expert Systems. This book can serve as a reference book for researchers and students and will also be an invaluable help for practitioners involved in KBS developments.
The separation of conceptual modelling from design and implementation may be seen as strength or weakness of the KADS ... A reflective knowledge-based system is defined as a system that is able to reason about its own problemsolving ...
Author: Norbert Glaser
Publisher: Springer Science & Business Media
Conceptual Modelling of Multi-Agent Systems proposes the methodology and engineering environment CoMoMAS for the development of multi-agent systems. CoMoMAS is among the most elaborated and most often cited multi-agent development approaches available in the field. Its originality is to address the issue of the development of multi-agent systems (MAS) from a knowledge engineering perspective, which means that agents are seen as interacting entities having different kinds of knowledge, which is to be identified during development. Knowledge has played an important role for MAS development in the past, but CoMoMAS makes a step further in proposing a complete set of conceptual models and a solid methodology to guide the overall development process of a MAS-from design to validation. Conceptual Modelling of Multi-Agent Systems is an excellent reference for both researchers and practitioners in the broad area of distributed systems development. This book is of particular value from the point of view of computer science, including knowledge engineering, artificial intelligence, agent and multi-agent technology, and software engineering.
On the other hand , to explicitly produce conceptual models whose structure is different from the final architecture ... production of a conceptual model , and focussing on producing a system based on a fixed problem solving technique ...
Author: Bob Wielinga
Publisher: IOS Press
Knowledge acquisition has become a major area of artificial intelligence and cognitive science research. The papers in this book show that the area of knowledge acquisition for knowledge-based systems is still a diverse field in which a large number of research topics are being addressed. However, several main themes run through the papers. First, the issues of integrating knowledge from different sources and K.A. tools is a salient topic in many papers. A second major topic in the papers is that of knowledge modelling. Research in knowledge-based systems emphasises the use of generic models of reasoning and its underlying knowledge. An important trend in the area of knowledge modelling aims at the formalisation of knowledge models. Where the field of knowledge acquisition was without tools and techniques years ago, now there is a rapidly growing body of techniques and tools. Apart from the integrated workbenches already mentioned above, several papers in this book present new tools. Although knowledge acquisition and machine learning have been considered as separate subfields of AI, there is a tendency for the two fields to come together. This publication combines machine learning techniques with more conventional knowledge elicitation techniques. A framework is presented in which reasoning, problem solving and learning together form a knowledge intensive system that can acquire knowledge from its own experience.
Author: Maria G. Bartolini BussiPublish On: 2018-03-29
... Xin and colleagues developed the conceptual, model-based, problem-solving (COMPS) programme (Xin 2012) that is consistent with the theoretical framework of mathematical modelling and conceptual models (e.g. Blomhøj 2004; Lesh et al.
Author: Maria G. Bartolini Bussi
This twenty-third ICMI Study addresses for the first time mathematics teaching and learning in the primary school (and pre-school) setting, while also taking international perspectives, socio-cultural diversity and institutional constraints into account. One of the main challenges of designing the first ICMI primary school study of this kind is the complex nature of mathematics at the early level. Accordingly, a focus area that is central to the discussion was chosen, together with a number of related questions. The broad area of Whole Number Arithmetic (WNA), including operations and relations and arithmetic word problems, forms the core content of all primary mathematics curricula. The study of this core content area is often regarded as foundational for later mathematics learning. However, the principles and main goals of instruction on the foundational concepts and skills in WNA are far from universally agreed upon, and practice varies substantially from country to country. As such, this study presents a meta-level analysis and synthesis of what is currently known about WNA, providing a useful base from which to gauge gaps and shortcomings, as well as an opportunity to learn from the practices of different countries and contexts.