Identifying and Exploring Relationships between Contextual Situations and Ordinary Differential Equations

Autor/inn/en	Camacho-Machín, M.; Guerrero-Ortiz, C.
Titel	Identifying and Exploring Relationships between Contextual Situations and Ordinary Differential Equations
Quelle	In: International Journal of Mathematical Education in Science and Technology, 46 (2015) 8, S.1077-1095 (19 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2015.1025877
Schlagwörter	Equations (Mathematics); Mathematics Instruction; Graduate Students; College Science; Problem Solving; Technology Uses in Education; Educational Technology; Correlation; Context Effect; Foreign Countries; Audio Equipment; Group Discussion; Mathematical Concepts; Concept Formation; Mathematical Models; Mexico + Suchen Sie Ihr Suchwort? Equations; Mathematics; Gleichungslehre; Mathematics lessons; Mathematikunterricht; Graduate Study; Student; Students; Aufbaustudium; Graduiertenstudium; Hauptstudium; Studentin; Problemlösen; Technology enhanced learning; Technology aided learning; Technologieunterstütztes Lernen; Unterrichtsmedien; Korrelation; Ausland; Audio-CD; Gruppendiskussion; Concept learning; Begriffsbildung; Mathematical model; Mathematisches Modell; Mexiko
Abstract	The aim of this paper is to present and discuss some of the evidence regarding the resources that students use when they establish relationships between a contextual situation and an ordinary differential equation (ODE). We present research results obtained from work by seven students in a graduate level course in mathematics education, where they were involved in solving tasks based on the study of ODEs. The students' mastery of digital tools allowed them to use and articulate different mathematical representations to comprehend how phenomena develop. The use of digital tools helped to enhance the students' interpretation of the relationships between the context and the mathematical model associated with it. We also found that difficulties related to interpretation are grounded in the literal relationship that students make between their mental model of how a phenomenon develops and its mathematical representations. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01