Students’ mathematical learning in modelling activities

Tinne Hoff Kjeldsen, Morten Blomhøj

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Abstract

Ten years of experience with analyses of students’ learning in a modelling course for first year university students, led us to see modelling as a didactical activity with the dual goal of developing students’ modelling competency and enhancing their conceptual learning of mathematical concepts involved. We argue that progress in students’ conceptual learning needs to be conceptualised separately from that of progress in their modelling competency. Findings are that modelling activities open a window to the students’ images of the mathematical concepts involved; that modelling activities can create and help overcome hidden cognitive conflicts in students’ understanding; that reflections within modelling can play an important role for the students’ learning of mathematics. These findings are illustrated with a modelling project concerning the world population.
OriginalsprogEngelsk
TitelTeaching Mathematical Modelling: Connecting to Research and Practice
RedaktørerGloria Stillman, Gabriele Kaiser, Werner Blum, Jill Brown
Antal sider11
Udgivelses stedNew York
ForlagSpringer Publishing Company
Publikationsdato2013
Sider141-151
Kapitel12
ISBN (Trykt)978-94-007-6539-9
ISBN (Elektronisk)978-94-007-6540-5
DOI
StatusUdgivet - 2013
NavnInternational Perspectives on the Teaching and Learning of Mathematical Modelling
ISSN2211-4920

Citer dette

Kjeldsen, T. H., & Blomhøj, M. (2013). Students’ mathematical learning in modelling activities. I G. Stillman, G. Kaiser, W. Blum, & J. Brown (red.), Teaching Mathematical Modelling: : Connecting to Research and Practice (s. 141-151). Springer Publishing Company. International Perspectives on the Teaching and Learning of Mathematical Modelling https://doi.org/10.1007/978-94-007-6540-5