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\newpage | |
TODOs | |
fix chapter 2 social constructivism. | |
read @article{marton1976qualitative, | |
title={On Qualitative Differences in Learning: I—Outcome and process*}, | |
author={Marton, Ference and S{\"a}lj{\"o}, Roger}, | |
journal={British journal of educational psychology}, | |
volume={46}, | |
number={1}, | |
pages={4--11}, | |
year={1976}, | |
publisher={Wiley Online Library} | |
} | |
@article{marton1976aqualitative, | |
title={ON QUALITATIVE DIFFERENCES IN LEARNING -- {II} {O}UTCOME AS A FUNCTION OF THE LEARNER'S CONCEPTION OF THE TASK}, | |
author={Marton, Ference and S{\"a}lj{\"o}, R}, | |
journal={British Journal of Educational Psychology}, | |
volume={46}, | |
number={2}, | |
pages={115--127}, | |
year={1976}, | |
publisher={Wiley Online Library} | |
} | |
figure out which is being quoted in chapter 1 | |
read more on van Hiele levels and their theory | |
Professor McC asks should this include communication? Is he talking about proofs being communicative, or is he talking about proving that communication occurs among algorithms? | |
explanations of things : | |
DONE phenomenography, | |
DONE variation theory, | |
DONE constructivism/Piaget | |
DONE social constructivism | |
how much detail on the description of the population of students in CS, or, interviewed students? | |
details on data analysis: describing how analysis was done in detail really important. How do you do phenomenography? | |
Is "this" (my description of thematic analysis) the way everything was analyzed. | |
details of semi-structured interview protocols for any interviews |