Students’ mathematical learning in modelling activities

Tinne Hoff Kjeldsen; Morten Blomhøj

doi:10.1007/978-94-007-6540-5

Students’ mathematical learning in modelling activities

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.

Originalsprog	Engelsk
Titel	International Perspectives on the Teaching and Learning of Mathematical Modelling
Redaktører	Gloria Stillman, Gabriele Kaiser, Werner Blum, Jill Brown
Antal sider	11
Udgivelsessted	New York
Forlag	Springer Publishing Company
Publikationsdato	2013
Sider	141-151
ISBN (Trykt)	978-94-007-6539-9
DOI	https://doi.org/10.1007/978-94-007-6540-5
Status	Udgivet - 2013
Udgivet eksternt	Ja

Adgang til dokumentet

10.1007/978-94-007-6540-5

Citationsformater

Students’ mathematical learning in modelling activities. / Kjeldsen, Tinne Hoff; Blomhøj, Morten.
International Perspectives on the Teaching and Learning of Mathematical Modelling. red. / Gloria Stillman; Gabriele Kaiser; Werner Blum; Jill Brown. New York: Springer Publishing Company, 2013. s. 141-151.

Publikation: Bidrag til bog/antologi/rapport › Bidrag til bog/antologi › Forskning › peer review

@inbook{26adffccbeb7413a9fc0a12edb842dae,

title = "Students{\textquoteright} mathematical learning in modelling activities",

abstract = "Ten years of experience with analyses of students{\textquoteright} 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{\textquoteright} modelling competency and enhancing their conceptual learning of mathematical concepts involved. We argue that progress in students{\textquoteright} 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{\textquoteright} images of the mathematical concepts involved; that modelling activities can create and help overcome hidden cognitive conflicts in students{\textquoteright} understanding; that reflections within modelling can play an important role for the students{\textquoteright} learning of mathematics. These findings are illustrated with a modelling project concerning the world population.",

author = "Kjeldsen, {Tinne Hoff} and Morten Blomh{\o}j",

note = "2013; 12",

year = "2013",

doi = "10.1007/978-94-007-6540-5",

language = "English",

isbn = "978-94-007-6539-9",

pages = "141--151",

editor = "Gloria Stillman and Gabriele Kaiser and Werner Blum and Jill Brown",

booktitle = "International Perspectives on the Teaching and Learning of Mathematical Modelling",

publisher = "Springer Publishing Company",

}

TY - CHAP

T1 - Students’ mathematical learning in modelling activities

AU - Kjeldsen, Tinne Hoff

AU - Blomhøj, Morten

N1 - 2013; 12

PY - 2013

Y1 - 2013

N2 - 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.

AB - 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.

U2 - 10.1007/978-94-007-6540-5

DO - 10.1007/978-94-007-6540-5

M3 - Book chapter

SN - 978-94-007-6539-9

SP - 141

EP - 151

BT - International Perspectives on the Teaching and Learning of Mathematical Modelling

A2 - Stillman, Gloria

A2 - Kaiser, Gabriele

A2 - Blum, Werner

A2 - Brown, Jill

PB - Springer Publishing Company

CY - New York

ER -

Students’ mathematical learning in modelling activities

Abstract

Adgang til dokumentet

Fingeraftryk

Citationsformater