Ǫuestion 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.
The Relationship between Cognition and Modelling
Cognition refers to the mental processes involved in gaining knowledge and understanding,
including thinking, knowing, remembering, judging, and problem-solving. Cognitive
modelling is the creation of computational models to mimic these mental processes. The
relationship between cognition and modelling is deeply intertwined, as modelling serves as
both a method to understand cognitive processes and a tool to enhance these processes.
Cognitive Modelling of the Learning Process
Cognitive modelling of the learning process aims to represent how learners acquire,
process, and retain information. Various models, such as the Information Processing Model,
depict learning as a series of stages where information is encoded, stored, and retrieved.
Cognitive models help in visualizing abstract mental processes, providing educators with
frameworks to design instructional strategies.
For instance, Anderson’s ACT-R (Adaptive Control of Thought-Rational) model illustrates
how knowledge is represented and utilized in the brain. By understanding these
representations, educators can design curricula that align with natural cognitive processes,
facilitating more effective learning experiences.
Subjective Perception of Cognition
Subjective perception of cognition involves the personal experiences and self-awareness of
one's mental processes. This perception influences how individuals approach learning tasks
and problem-solving. Cognitive models must account for this variability to be effective. For
example, metacognitive strategies, which involve planning, monitoring, and evaluating one's
cognitive activities, are essential in tailoring instruction to individual learners’ needs.
Role of Modelling in Pedagogical Content Knowledge
Pedagogical Content Knowledge (PCK) refers to the understanding teachers have of how to
effectively teach specific content. It encompasses both the subject matter and the most
effective ways to convey it to learners. Modelling plays a critical role in developing PCK by
providing teachers with insights into both cognitive processes and the pedagogical
strategies that best support these processes.
Insights from 'Elementary and Middle School Mathematics: Teaching Developmentally'
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.
The Relationship between Cognition and Modelling
Cognition refers to the mental processes involved in gaining knowledge and understanding,
including thinking, knowing, remembering, judging, and problem-solving. Cognitive
modelling is the creation of computational models to mimic these mental processes. The
relationship between cognition and modelling is deeply intertwined, as modelling serves as
both a method to understand cognitive processes and a tool to enhance these processes.
Cognitive Modelling of the Learning Process
Cognitive modelling of the learning process aims to represent how learners acquire,
process, and retain information. Various models, such as the Information Processing Model,
depict learning as a series of stages where information is encoded, stored, and retrieved.
Cognitive models help in visualizing abstract mental processes, providing educators with
frameworks to design instructional strategies.
For instance, Anderson’s ACT-R (Adaptive Control of Thought-Rational) model illustrates
how knowledge is represented and utilized in the brain. By understanding these
representations, educators can design curricula that align with natural cognitive processes,
facilitating more effective learning experiences.
Subjective Perception of Cognition
Subjective perception of cognition involves the personal experiences and self-awareness of
one's mental processes. This perception influences how individuals approach learning tasks
and problem-solving. Cognitive models must account for this variability to be effective. For
example, metacognitive strategies, which involve planning, monitoring, and evaluating one's
cognitive activities, are essential in tailoring instruction to individual learners’ needs.
Role of Modelling in Pedagogical Content Knowledge
Pedagogical Content Knowledge (PCK) refers to the understanding teachers have of how to
effectively teach specific content. It encompasses both the subject matter and the most
effective ways to convey it to learners. Modelling plays a critical role in developing PCK by
providing teachers with insights into both cognitive processes and the pedagogical
strategies that best support these processes.
Insights from 'Elementary and Middle School Mathematics: Teaching Developmentally'
