55 research outputs found
Long-term development of how students interpret a model; Complementarity of contexts and mathematics
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 studentsâ 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
Using Modelling Experiences to Develop Japanese Senior High School Studentsâ Awareness of the Interrelations between Mathematics and Science
Methodological reflections on a three-step-design combining observation, stimulated recall and interview
The unit of analysis in the formulation of research problems: the case of mathematical modelling at university level
Quality criteria for mathematical models in relation to models' purposes:Their usefulness in higher engineering eduaction
A taxonomy of eight quality criteria for mathematical models was developed for the common basic modelling course in the innovated BSc curriculum of the Eindhoven University of Technology. First year engineering students of all disciplines reflected on their modelling group projects, answering the question how their models could be improved, using the criteria. The students were also asked to indicate the purpose(s) of their models from a list of 16 purposes. This study explores the purposesâ and criteriaâs usefulness, defined as relevance combined with understandability. The purpose of optimization proved to be most relevant, followed by analysis, prediction (what), and verification.The criteria of specialization, genericity, scalability, distinctiveness, and convincingness proved to be useful, the criteria of audience, impact, and surprise did not
Trends in Korea research on mathematical modeling investigated by mathematical modeling map
Modellieren im Mathematikunterricht gendersensibel gestalten
Von der schulbezogenen Geschlechterforschung wird seit Jahren neben dem Unterrichtsgeschehen die Unterrichtsgestaltung einerseits als Problemfeld im Sinne der Inszenierung und Reproduktion von Geschlechterstereotypisierungen und geschlechterbezogenen Interessens-, Wissens- und Kompetenzrevieren und andererseits als Handlungsfeld eines gendersensiblen Unterrichts in den Blick genommen. Dennoch gibt es z.âŻB. fĂźr das Schulfach Mathematik bis heute nur sehr wenige, tatsächlich auf die konkrete schulische Praxis bezogene UnterrichtsentwĂźrfe fĂźr eine gendersensible Gestaltung des Mathematikunterrichts oder Beispiele fĂźr entsprechende Lernumgebungen. Diese zu entwickeln oder weiterzuentwickeln und fĂźr die Vermittlung inhalts- wie prozessbezogener mathematischer Kompetenzen im schulischen Mathematikunterricht fruchtbar zu machen, ist damit nicht nur ein Desiderat, sondern auch eine Herausforderung fĂźr die Fachdidaktik der Mathematik. Sich dieser zu stellen, ist Ziel des Beitrags, in dem exemplarisch eine von den Autorinnen nach gendersensiblen Kriterien gestaltete Lernumgebung fĂźr das Modellieren im Mathematikunterricht vorgestellt wird
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