Concept maps are widely used in education, and have been acclaimed for their excellent results. For efficiently using concept maps in education, computer-based concept mapping systems have been developed. However these computer-based concept mapping systems are limited in their assessment algorithms. The assessment takes only concept nodes as the primary basis, with relation links playing only ...

Received (received date) Revised (revised date) Communicated by Editor's name ABSTRACT 1 The paper presents results on factorization by similarity of fuzzy concept lattices with hedges. A fuzzy concept lattice is a hierarchically ordered collection of clusters extracted from tabular data. The basic idea of factorization by similarity is to have, instead of a possibly large original fuzzy concep...

In the distribution-independent model of concept learning from examples introduced by Valiant [Va184], it has been shown that the existence of an Occam algorithm for a dass of concepts implies the computationally feasible (polynomial) learnability of that class $[BEHW87a, BEHW87b]$. An Occam algorithm is a polynomial-time algorithm that produces, for any sequence of examples, a nearly minimum h...

We study concept lattices constrained by hedges. The principal aim is to control, in a parameterical way, the size of concept lattices, i.e. the number of conceptual clusters extracted from data. The paper presents theoretical insight, comments, and examples. We introduce new, parameterized, concept-forming operators and study their properties. We obtain an axiomatic characterization of the con...

We propose a method to incromantally compute and use, during the concept formation, the relevance of a concept property. This relevance is computed through the account of the property correlation with other ones and it is used by the concept quality function in order to improve predictive accuracy. The proposed approach is analyzed contenting both the wediction power of the generated concepts a...

The paper deals with incremental concept learning from classiied examples. In many real-world applications, the target concepts of interest may change over time, and incremental learners should be able to track such changes and adapt to them. The problem is known in the literature as concept drift. The paper presents a new method for learning in such changing environments. In particular, it add...

The purpose of this study was to examine shifts in young children’s learning progression levels while they interacted with virtual manipulative mathematics apps on touch-screen devices. A total of 100 children participated in six mathematics learning sequences while using 18 virtual manipulative mathematics touch-screen apps during clinical interviews. Researchers developed a micro-scoring tool...

The key research question in this small-scale study focuses on the effects that an ICT (information and communications technologies)-based concept mapping intervention has on creativity and writing achievement in 10–11-year-old primary age pupils. The data shows that pupils using a concept mapping intervention significantly improve their NFER nonverbal reasoning age-standardised scores over a c...

We introduce (fuzzy) Galois connections with hedges. Fuzzy Galois connections are basic structures behind so-called formal concept analysis of data with fuzzy attributes. Introducing hedges to Galois connections means introducing two parameters. The parameters influence the size of the set of all the fixpoints of a Galois connection. In the sense of formal concept analysis, the fixpoints, calle...

This paper focuses attention on psychological evidence of relevance to advanced mathematical thinking. It considers Edelman’s theory of neural Darwinism and Paivio’s theory of dual coding and contemplates how they reveal different perspectives in mathematics education. The former is consonant with the notion of concept image with both supportive and conflicting mental resonances, the latter is ...