Commentary on Part III: Connections to Theory and Practice

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Abstract The four chapters forming Part III address two different but related issues
concerning affective aspects of teaching and learning mathematical modelling. That
is: (1) the possible effects of the students’ modelling activities on their attitudes
towards mathematics dealt with in chapters “Chapter 9: The Complex Relationship
Between Mathematical Modelling and Attitude Towards Mathematics” and
“Chapter 10: Teaching Modelling Problems and Its Effects on Students’ Engagement
and Attitude Toward Mathematics”; and (2) the affective aspects involved in the
students’ modelling work addressed in chapters “Chapter 11: Affect and
Mathematical Modelling Assessment-A Case Study on Students’ Experience of
Challenge and Flow During a Compulsory Mathematical Modelling Task by
Engineering Students” and “Chapter 12: Flow and Modelling”. The commentary
discusses these chapters with regard to their connections to theory of the teaching
and learning of mathematical modelling and to the practice of teaching modelling. For
furthering and integrating research on affective aspects of mathematical modelling it is
suggested to differentiate with regard to the two main educational goals for teaching
mathematical modelling in general education. That is mathematical modelling as a
didactical means for motivating, supporting and enhancing the students’ learning of
mathematics or developing the students’ mathematical competency as an educational
goal in it own right.
TitelAffect in Mathematical Modeling
RedaktørerScott A. Chamberlin, Bharath Sriraman
Antal sider8
ISBN (Trykt)978-3-030-04431-2
ISBN (Elektronisk)978-3-030-04432-9
StatusUdgivet - 2019
NavnAdvances in Mathematics Education


  • Affects in modelling · Affects through modelling · Modelling as didactical means · Modelling competency

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