### Abstract

Original language | English |
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Title of host publication | Affect in Mathematical Modeling |

Editors | Scott A. Chamberlin, Bharath Sriraman |

Number of pages | 8 |

Volume | 1 |

Place of Publication | Switzerland |

Publisher | Springer |

Publication date | 2019 |

Edition | 1 |

Pages | 203-210 |

Chapter | III |

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

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

DOIs | |

Publication status | Published - 2019 |

Series | Advances in Mathematics Education |
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ISSN | 1869-4918 |

### Cite this

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

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*Affect in Mathematical Modeling.*1 edn, vol. 1, Springer, Switzerland, Advances in Mathematics Education, pp. 203-210. https://doi.org/10.1007/978-3-030-04432-9

**Commentary on Part III : Connections to Theory and Practice.** / Blomhøj, Morten.

Research output: Chapter in Book/Report/Conference proceeding › Book chapter › Research › peer-review

TY - CHAP

T1 - Commentary on Part III

T2 - Connections to Theory and Practice

AU - Blomhøj, Morten

PY - 2019

Y1 - 2019

N2 - 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.

AB - 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.

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

U2 - 10.1007/978-3-030-04432-9

DO - 10.1007/978-3-030-04432-9

M3 - Book chapter

SN - 978-3-030-04431-2

VL - 1

SP - 203

EP - 210

BT - Affect in Mathematical Modeling

A2 - Chamberlin, Scott A.

A2 - Sriraman, Bharath

PB - Springer

CY - Switzerland

ER -