cK\cent, a model to reason on learners' conceptions

TL;DR

The paper introduces cK extsubscript{ extcent}, a modeling framework designed to interpret learners' conceptions, aiming to connect mathematics education research with educational technology to improve teaching and learning environments.

Contribution

It presents a novel conceptual model, cK extsubscript{ extcent}, that bridges research in mathematics education and educational technology for understanding learners' conceptions.

Findings

cK extsubscript{ extcent} effectively models learners' conceptions.

The framework facilitates analysis of learning processes.

It raises key research issues for future exploration.

Abstract

Understanding learners' understanding is a key requirement for an efficient design of teaching situations and learning environments, be they digital or not. This keynote outlines the modeling framework cK\cent (conception, knowing, concept) created with the objective to respond to this requirement, with the additional ambition to build a bridge between research in mathematics education and research in educational technology. After an introduction of the rationale of cK\cent, some illustrations are presented. Then follow comments on cK\cent and learning. The conclusion evokes key research issues raised by the use of this modeling framework.