ERIC Number: ED476082
Record Type: RIE
Publication Date: 2002-Jul
Taking the Modeling Perspective Seriously at the Elementary School Level: Promises and Pitfalls.
This paper briefly reviews research grounded in cultural and socio-constructivist theories carried out to investigate the phenomenon of suspension of sense-making when doing school arithmetic word problems. It begins with ascertaining studies documenting and marking out the phenomenon, then provides an explanation of the observed effects that are found in the culture of the mathematics classroom. This explanation is followed by a review of some design experiments wherein researchers have tried to develop a new instructional approach aimed at the development in pupils of more appropriate conceptions about and strategies for doing word problems based on the modeling perspective. The paper discusses a number of educational implications of the research done so far as well as some challenges for the future of teaching mathematical applications and modeling. (KHR)
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A
Note: In: Proceedings of the Annual Meeting of the International Group for the Psychology of Mathematics Education (26th, Norwich, England, July 21-26, 2002); see SE 067 806.