Long-term development of how students interpret a model; Complementarity of contexts and mathematicsVos, P. & Roorda, G., 2017, Mathematical Modelling and Applications: Crossing and Researching Boundaries in Mathematics Education. Stillman, G. A., Blum, W. & Kaiser, G. (eds.). Springer, p. 479-489 11 p.
Research output: Chapter in Book/Report/Conference proceeding › Chapter › Academic › peer-review
When students engage in rich mathematical modelling tasks, they have to handle real-world contexts and mathematics in chorus. This is not easy. In this chapter, contexts and mathematics are perceived as complementary, which means they can be integrated. Based on four types of approaches to modelling tasks (ambivalent, reality bound, mathematics bound, or integrating), we used task-based interviews to study the development of students’ approaches while the students moved from grade 11 to 12. Our participants were ten Dutch students. We found that their approaches initially were either ambivalent, reality bound or mathematics bound. In subsequent interviews the preference was maintained, and in the end the approaches of four students were integrating. Both a reality bound and a mathematics bound preference could lead to a more advanced integrating approach.
|Title of host publication||Mathematical Modelling and Applications|
|Subtitle of host publication||Crossing and Researching Boundaries in Mathematics Education|
|Editors||Gloria Ann Stillman, Werner Blum, Gabriele Kaiser|
|Number of pages||11|
|Publication status||Published - 2017|
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