Use of Words and Visuals in Modelling Context of Annual Plant

Autor/inn/en	Park, Jungeun; DiNapoli, Joseph; Mixell, Robert A.; Flores, Alfinio
Titel	Use of Words and Visuals in Modelling Context of Annual Plant
Quelle	In: International Journal of Mathematical Education in Science and Technology, 48 (2017) 5, S.682-701 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Flores, Alfinio)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0020-739X
DOI	10.1080/0020739X.2016.1264634
Schlagwörter	Mathematics; Mathematics Instruction; Mathematical Models; Equations (Mathematics); Mathematical Formulas; Symbols (Mathematics); Mathematics Activities; Undergraduate Students; College Mathematics + Suchen Sie Ihr Suchwort? Mathematik; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Equations; Mathematics; Gleichungslehre; Mathematische Formel
Abstract	This study looks at the various verbal and non-verbal representations used in a process of modelling the number of annual plants over time. Analysis focuses on how various representations such as words, diagrams, letters and mathematical equations evolve in the mathematization process of the modelling context. Our results show that (1) visual representations such as flowcharts are used not only in the process to symbolization, but also used in the justification of symbols, (2) some of the visual representations serve as a bridge between the words in the problem context and the symbols that represent the mathematical equations of the number of annual plants and (3) words and context help to introduce visual representations and symbols. Also, once students come up with the visual representations and symbols, they show better understanding about words used in the problem context. These observations imply that the modelling and mathematization process is not just one-directional and linear from words describing real-life situations to the symbols in mathematical equations and expressions. Rather, the mathematization can be promoted through using other visuals that help make this transition smooth by organizing the given information in a way that can be used towards mathematization. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01