### Abstrakt

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.

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.

Originalsprog | Engelsk |
---|---|

Titel | Affect in Mathematical Modeling |

Redaktører | Scott A. Chamberlin, Bharath Sriraman |

Antal sider | 8 |

Vol/bind | 1 |

Udgivelses sted | Switzerland |

Forlag | Springer |

Publikationsdato | 2019 |

Udgave | 1 |

Sider | 203-210 |

Kapitel | III |

ISBN (Trykt) | 978-3-030-04431-2 |

ISBN (Elektronisk) | 978-3-030-04432-9 |

DOI | |

Status | Udgivet - 2019 |

Navn | Advances in Mathematics Education |
---|---|

ISSN | 1869-4918 |

### Emneord

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

### Citer dette

Blomhøj, M. (2019). Commentary on Part III: Connections to Theory and Practice. I S. A. Chamberlin, & B. Sriraman (red.),

*Affect in Mathematical Modeling*(1 udg., Bind 1, s. 203-210). Switzerland: Springer. Advances in Mathematics Education https://doi.org/10.1007/978-3-030-04432-9