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ERIC Number: ED500952
Record Type: Non-Journal
Publication Date: 2003-Jul
Pages: 8
Abstractor: Author
Reference Count: 11
ISBN: N/A
ISSN: N/A
Perspective-Taking in Middle School Mathematical Modelling: A Teacher Case Study
English, Lyn D.; Doerr, Helen M.
International Group for the Psychology of Mathematics Education, Paper presented at the 27th International Group for the Psychology of Mathematics Education Conference Held Jointly with the 25th PME-NA Conference (Honolulu, HI, Jul 13-18, 2003), v2 p357-364
Traditional word problems have not fulfilled the goal of mathematical sense-making for many students. Some studies have shown that authentic contexts, such as model-eliciting tasks, have the potential to engage students in making sense of realistic situations. However, there has been little research on the kinds of knowledge needed by teachers to support this type of student learning activity. In this paper, we report on the results of a case study that investigated the ways in which teachers respond to students' thinking while engaged in a model-eliciting task in data analysis. We describe how one teacher used perspective-taking to initially engage students with the task, to explain and justify their models, to assess the quality of their models, and to make connections to other mathematical ideas. [For complete proceedings, see ED500859.]
International Group for the Psychology of Mathematics Education. 35 Aandwind Street, Kirstenhof, Cape Town, 7945, South Africa. Tel: +27-21-715-3559; Fax: +27-88-021-715-3559; e-mail: info@igpme.org; Web site: http://igpme.org
Publication Type: Reports - Research; Speeches/Meeting Papers
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: Australia