Modelling in Action. Examining How Students Approach Modelling Real Life Situations. Three Case Studies. Model of the Movement of an Elevator

Autor/in	Rivas, Eugenia Marmolejo
Titel	Modelling in Action. Examining How Students Approach Modelling Real Life Situations. Three Case Studies. Model of the Movement of an Elevator
Quelle	In: International Journal for Technology in Mathematics Education, 22 (2015) 3, S.124-129 (7 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Mathematical Models; Case Studies; Mathematics Activities; Secondary School Mathematics; Mathematics Skills; Mathematical Concepts; Problem Solving; High School Seniors + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Case study; Fallstudie; Case Study; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Problemlösen
Abstract	By means of three case studies, we will present two mathematical modelling activities that are suitable for students enrolled in senior high school and the first year of mathematics at university level. The activities have been designed to enrich the learning process and promote the formation of vital modelling skills. In case studies one and two, students were given a function that modelled an elevator's movement and were asked to evaluate and improve it. In the third case study, students were given an objective--model an elevator's movement--and general guidelines on how to approach the modelling of a real life situation. Results show that when students were given an initial model, their focus was on the given model and their solutions emulated the form of the initial model. When the students were given an objective and general modelling guidelines, their emphasis was on the elevator's movement and understanding its behaviour. Both approaches are valuable, and a teacher's decision on which one to select depends largely on the course's objectives and the teacher's aims. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01