, HED4813 ASSIGNMENT 01
UNIQUE NO: 211784
DUE DATE: 22 JUNE 2024 @ 11:00PM
Question 1
1.1. In not more than 1500 words, critically discuss the relationship between
cognition and modelling, drawing from the cognitive modelling of the
learning process and the subjective perception of cognition. Furthermore,
investigate the role of modelling in the formulation of pedagogical content
knowledge, considering the perspectives presented in the textbook
'Elementary and Middle School Mathematics: Teaching Developmentally' by
Van De Walle, JA. (2013) and its impact on teacher knowledge and learner
learning (40
Cognition and modelling are two intertwined concepts that play a fundamental
role in understanding human learning and perception. The relationship
between cognition and modelling is complex and multifaceted, as cognitive
processes influence how individuals perceive and interact with their
environment, and how they construct mental models or representations of
that environment. In this paper, we will critically discuss this relationship by
drawing from cognitive modelling of the learning process and the subjective
perception of cognition.
To begin with, cognitive modelling refers to the process of simulating and
representing human cognitive processes using computational or theoretical
models. These models aim to understand and replicate how individuals
perceive, process, and store information in their minds. Cognitive modelling of
learning involves understanding the mechanisms through which individuals
acquire new knowledge and skills, and how they develop mental
representations of that knowledge. These models are used to explain and
predict various cognitive phenomena, such as learning, memory, decision-
making, and problem-solving.
One of the main cognitive models of learning is the Information Processing
Model, which posits that learning involves the processing of information
UNIQUE NO: 211784
DUE DATE: 22 JUNE 2024 @ 11:00PM
Question 1
1.1. In not more than 1500 words, critically discuss the relationship between
cognition and modelling, drawing from the cognitive modelling of the
learning process and the subjective perception of cognition. Furthermore,
investigate the role of modelling in the formulation of pedagogical content
knowledge, considering the perspectives presented in the textbook
'Elementary and Middle School Mathematics: Teaching Developmentally' by
Van De Walle, JA. (2013) and its impact on teacher knowledge and learner
learning (40
Cognition and modelling are two intertwined concepts that play a fundamental
role in understanding human learning and perception. The relationship
between cognition and modelling is complex and multifaceted, as cognitive
processes influence how individuals perceive and interact with their
environment, and how they construct mental models or representations of
that environment. In this paper, we will critically discuss this relationship by
drawing from cognitive modelling of the learning process and the subjective
perception of cognition.
To begin with, cognitive modelling refers to the process of simulating and
representing human cognitive processes using computational or theoretical
models. These models aim to understand and replicate how individuals
perceive, process, and store information in their minds. Cognitive modelling of
learning involves understanding the mechanisms through which individuals
acquire new knowledge and skills, and how they develop mental
representations of that knowledge. These models are used to explain and
predict various cognitive phenomena, such as learning, memory, decision-
making, and problem-solving.
One of the main cognitive models of learning is the Information Processing
Model, which posits that learning involves the processing of information
