A Mathematical Modeling Lens on a Conventional Word Problem [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).

Autor/inn/en	Czocher, Jennifer A.; Maldonado, Luz
Titel	A Mathematical Modeling Lens on a Conventional Word Problem [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (37th, East Lansing, MI, Nov 5-8, 2015).
Quelle	(2015), (7 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Word Problems (Mathematics); Mathematics Instruction; Mathematical Models; Language Proficiency; Teaching Methods; English (Second Language); Second Language Learning; Middle School Students; High School Students; Interviews; Thinking Skills; Spanish; Language Usage; English Language Learners; Native Speakers; Schemata (Cognition); Qualitative Research; Texas + Suchen Sie Ihr Suchwort? Textaufgabe; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Language skill; Language skills; Sprachkompetenz; Teaching method; Lehrmethode; Unterrichtsmethode; English as second language; English; Second Language; Englisch als Zweitsprache; Zweitsprachenerwerb; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; High school; High schools; Oberschule; Studentin; Interviewing; Interviewtechnik; Denkfähigkeit; Spanisch; Sprachgebrauch; Muttersprachler; Cognition; Schema; Kognition; Qualitative Forschung
Abstract	Given the Common Core's dual emphases on mathematical modeling, there is a need to understand modeling as a practice and content standard to develop students' mathematical modeling skills. This study of 12 students from differing levels of mathematics instruction and English Language proficiency includes analysis of their modeling with mathematics and a focus on their transitions through a mathematical modeling cycle. Findings suggest that students were engaging in critical processes that support mathematical modeling. We posit that conventional word problems can augment the benefits of using mathematical modeling tasks and can help educators explore a process-oriented approach to mathematical modeling. [For the complete proceedings, see ED583989.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01