cK¢, an introductory talk on the occasion of the PMENA annual conference

Next fall, on the invitation of PMENA (the Psychology of Mathematics Education North American Chapter), I will have the occasion to present an introductory talk to the cK¢ model. The text of the talk entitled "cK¢, a model to reason on learners' conceptions" is now available on the arXiv.org. Here is a summary:

"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¢ (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¢, some illustrations are presented. Then follow comments on cK¢ and learning. The conclusion evokes key research issues raised by the use of this modeling framework."

 The PMENA 2013 conference is held in Chicago from the 14th to the17th of November.