Overcoming the Technical Nature in Learning Translation: Cabri Geometry, a Tool to Sustain Conceptual Comprehension?
Bibliographic record
Abstract
This article presents the results of a didactic experimentation conducted with two elementary pupils (11-12 years of age) in a Quebec school in the of learning geometric translation with a mathematical software, called Cabri Geometry. The teaching-learning sequence experimented with Barth’s (2001) process of conceptualization. The working strategies of pupils were analyzed in relationship to this process. Their comprehension of the concept of translation was considered before and after the teaching-learning sequence using the Herscovics and Bergeron (1988) model of comprehension of conceptual schemata. Results indicated that by following the teachinglearning sequence, the logical mathematical comprehension of the concept of translation evolved in the pupils, while the logical- physical comprehension of this concept remained inaccurate. Moreover, the results revealed different utilization procedures of Cabri Geometry software. These utilization procedures likely affected the process of conceptualization and, consequently, the comprehension of pupils.
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How this classification was reachedexpand
Full frame machine prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. The Gemma side is a direct model label for every work in the frame, read from the title-only record. The Codex side is a classifier learned from the 10,348 direct Codex labels and calibrated to design-weighted sample rates; fields without enough sample support carry no Codex call. Candidate is the union of the two sides; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels.
Distilled classifier scores by category (both heads)
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.006 | 0.015 |
| Meta-epidemiology (narrow) | 0.001 | 0.000 |
| Meta-epidemiology (broad) | 0.001 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.001 | 0.004 |
| Scholarly communication | 0.003 | 0.002 |
| Open science | 0.001 | 0.001 |
| Research integrity | 0.001 | 0.001 |
| Insufficient payload (model declined to judge) | 0.003 | 0.001 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one source (direct Gemma or distilled Codex), not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".