Tacit Knowledge and Embodied Insight in Mathematical Modeling

Autor/inn/en	Brady, Corey E.; Borromeo Ferri, Rita; Lesh, Richard A.
Titel	Tacit Knowledge and Embodied Insight in Mathematical Modeling
Quelle	In: Investigations in Mathematics Learning, 14 (2022) 3, S.215-234 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1947-7503
DOI	10.1080/19477503.2022.2095781
Schlagwörter	Mathematics Instruction; Teaching Methods; Mathematical Models; Case Studies; Creativity; Grade 9; Problem Solving; Cooperative Learning; Learning Processes; Intuition; Prior Learning; High School Students; Rural Schools; Urban Schools + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Mathematical model; Mathematisches Modell; Case study; Fallstudie; Case Study; Kreativität; School year 09; 9. Schuljahr; Schuljahr 09; Problemlösen; Kooperatives Lernen; Learning process; Lernprozess; Vorkenntnisse; High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Rural area; Rural areas; School; Schools; Ländlicher Raum; Schule; Schulen; Urban area; Urban areas; Stadtregion; Stadt
Abstract	Mathematical modeling is a challenging and creative process. If one considers only interim or final solutions to modeling problems or interviews modelers afterward, often only their "explicit" models are accessible -- those expressed in work products or evinced in verbal and written reflections. The inner world of tacit knowledge and its impacts on mathematical modeling remain largely inaccessible to such approaches. To understand when and how tacit knowledge can emerge onto the explicit plane as insight during modeling, we present an exploratory and instrumental single-case study. We analyze the embodied interactions of a pair of ninth grade (age 14-15) students as they collaboratively solved a modeling problem. We introduce the phenomenon of "embodied insight" as a pattern of interaction, in which tacit knowledge becomes explicit and shapes modeling work, and we analyze three such episodes from this pair's modeling. This work contributes to the field by illustrating the potential in studying embodied social discourse in collaboration to reveal the operation of tacit knowledge in mathematical modeling and its expression on the explicit plane. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01