Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge

Wachsmuth I (1988)
In: Learning Issues for Intelligent Tutoring Systems. Mandl H, Lesgold A (Eds);New York: Springer: 63-79.

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Book Chapter | Published | English
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Mandl, Heinz ; Lesgold, Alan
Abstract
This chapter describes an approach to modeling the domain-specific knowledge of mathematics learners in a predicate-logic formalism suited for computer implementation. Two hypotheses are central to this approach. First, a person's cognitive behavior is a knowledge-based process that evolves from relatively simple component processes of an inferential nature. The complexity of a person's observed behavior in a domain depends on the knowledge base: how many facts and rules he or she has and how these facts and rules are organized. Second, a person's behavior in a task situation is generally not supported by the total body of his or her long-term knowledge. Rather, it is assumed that knowledge must be activated to be used in a given situation and that the accessibility of particular knowledge depends on contextual cues in the situation. The degree to which particular knowledge is contextually bound with respect to a set of specific situations is called situation specificity.
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Wachsmuth I. Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge. In: Mandl H, Lesgold A, eds. Learning Issues for Intelligent Tutoring Systems. New York: Springer; 1988: 63-79.
Wachsmuth, I. (1988). Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge. In H. Mandl & A. Lesgold (Eds.), Learning Issues for Intelligent Tutoring Systems (pp. 63-79). New York: Springer.
Wachsmuth, I. (1988). “Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge” in Learning Issues for Intelligent Tutoring Systems, Mandl, H., and Lesgold, A. eds. (New York: Springer), 63-79.
Wachsmuth, I., 1988. Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge. In H. Mandl & A. Lesgold, eds. Learning Issues for Intelligent Tutoring Systems. New York: Springer, pp. 63-79.
I. Wachsmuth, “Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge”, Learning Issues for Intelligent Tutoring Systems, H. Mandl and A. Lesgold, eds., New York: Springer, 1988, pp.63-79.
Wachsmuth, I.: Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge. In: Mandl, H. and Lesgold, A. (eds.) Learning Issues for Intelligent Tutoring Systems. p. 63-79. Springer, New York (1988).
Wachsmuth, Ipke. “Modeling the knowledge base of mathematics learners: Situation-specific and situation-nonspecific knowledge”. Learning Issues for Intelligent Tutoring Systems. Ed. Heinz Mandl and Alan Lesgold. New York: Springer, 1988. 63-79.
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