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It is widely accepted that mental representations (e.g., mental models and other internal cognitive structures) play a key role in the development of knowledge and expertise. This is especially true in problem-solving domains that involve many interacting components (e.g., complex dynamic systems). However, mental representations are not directly observable. In order to help improve understanding...
Distributed software system design is by nature an ill-defined or wicked problem. In order to learn to design them, the student must be presented with complex, open-ended problems for which there may be more than one correct solution. The decision-making strategies students acquired in previous courses are not effective when applied to large, complex problems of distributed systems. Students (novice...
In this article we report on the effects of a digital intervention on the development of algebraic expertise of 17–18 year old students in the Netherlands. The question to be answered was whether the intervention would be effective and what factors influenced the outcome. With notions of formative assessment and symbol sense as guiding theoretical concepts, the intervention’s design principles included...
The design and arrangement of appropriate automatic feedback in digital learning environment is a widely recognized issue. In this article, we investigate the effect of feedback on the design and the results of a digital intervention for algebra. Three feedback principles guided the intervention: timing and fading, crises, and feedback variation. The intervention aims at improving algebraic expertise...
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