A short story (non-fiction) drew recently my attention to the role of pattern recognition as part of the activity of reading and interpreting algebraic expressions. What is often seen as a technical weakness may have this time to be considered at a conceptual level.
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To answer this question (or to take up this challenge) we propose to start from what we observe: the learners' behaviours in the course of an activit. These behaviours are components of a dynamic sequence of actions and feedback exchanged by the human being and an environment. Actually, what we observe is not just a human being, but a human being interacting with an environment in order to achieve a certain goal. From this we derive the characterisation of a conception in the model we are constructing.
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This first post intends to open a thread of discussion, clarification and investigation of a proposal for modelling students' "knowledge" in a way which satisfies two requests: (i) to make sense from a learning perspective, (ii) to be accessible to computational representations. Indeed this is a challenge since the beginning of research in AI in Education. Anyway, let's try...
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