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ERIC Number: EJ748172
Record Type: Journal
Publication Date: 2006-Sep
Pages: 24
Abstractor: Author
ISSN: ISSN-0013-1954
Beyond Motivation: Exploring Mathematical Modeling as a Context for Deepening Students' Understandings of Curricular Mathematics
Zbiek, Rose Mary; Conner, Annamarie
Educational Studies in Mathematics, v63 n1 p89-112 Sep 2006
Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical modeling is treated more as a venue for learning other mathematics than as an instructional goal in its own right. From this perspective, we are compelled to ask "how learning of mathematics beyond modeling may occur" as students generate and validate mathematical models. We consider a diagrammatic model of mathematical modeling as a process that allows us to identify how mathematical understandings may develop or surface while learners engage in modeling tasks. Through examples from prospective teachers' mathematical modeling work, we illustrate how our diagrammatic model serves as a tool to unpack the intricacies of students' mathematical experience while engaging in modeling tasks.
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: N/A
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A
Grant or Contract Numbers: N/A