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  • 1.
    Kaipainen, Mauri
    et al.
    Södertörns högskola, Institutionen för naturvetenskap, miljö och teknik, Medieteknik.
    Hautamäki, A.
    University of Helsinki, Helsinki, Finland.
    Analysis and synthesis with a three component inferential system: Augmenting the explanatory scope of conceptual spaces2017Inngår i: Artificial Intelligence and Cognition 2016: Proceedings of the 4th International Workshop on Artificial Intelligence and Cognitionco-located with the Joint Multi-Conference on Human-Level Artificial Intelligence (HLAI 2016) / [ed] Antonio Liet; Mehul Bhatt; Alessandro Oltramari; David Vernon, 2017, s. 124-137Konferansepaper (Fagfellevurdert)
    Abstract [en]

    The study introduces a model of analysis and synthesis, respective abductive and deductive reasoning, using the three-component inferential system, which is constituted by a perspective-relative augmentation of Gärdenfors's theory of Conceptual Spaces (CS). A general formulation of Perspective, based on our earlier work, corresponds to prioritization among property dimensions. Instead of assuming one conceptual space as in the CS, a distinction is made between the high-dimensional description of the discourse/domain termed Ontospace, and the two-dimensional perspectival space onto which a Perspectiverelative hierarchical conceptualization is projected, referred to as the Perspectival Space. In this setting, deduction is the inference of Perspective-relative conceptualization of the ontospace, while abduction is the reasoning of the Perspective that accounts for a given conceptualization of the ontospace, given in a form of a target cluster This model is articulated on an abstraction level beyond algorithmic implementation.

  • 2.
    Krikourian, Narine
    Södertörns högskola, Lärarutbildningen.
    Vart har alla riktiga problem tagit vägen?: Analys av läromedel i matematik med fokus på problemlösning2017Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [en]

    Research has shown that the mathematics textbooks are the most widely used in Swedish schools, compared to textbooks in other subjects. At the same time, studies have shown that the content of the textbooks do not fulfil the goals presented in the national education steering documents regarding problem solving in math.

    The purpose of this study is to analyze textbooks and corresponding teacher’s guide in mathematics for the second grade. Starting from a didactic perspective as an approach to problem solving in order to analyze the teaching material, I decided to use the analytical model constructed by Ann Kristin Larsen.

    In order to conduct the study, the following questions have been used in this study:

    • In what way the problem solving has been presented in the textbooks? Which problem solving strategies are presented in respective teaching material based on didactic perspective?
    • What types of problem solving tasks are presented in respective teaching material?
    •  In what way the concept problem solving is presented in the teacher’s guide?

    In conclusion, the result of the study shows that there are both similarities and differences between the two instructional materials that have been studied in the way they presented problem solving. The study shows that the teaching material is not compatible with Charles and Lester’s (1982) criteria. As for the teacher's guide and the support it provides, the investigation shows that different textbooks give different support and guidance to teachers.

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