Modelling in Action. Scaffolding High School Students to Higher Levels of Autonomy: The School's Elevator and the Inverse Problem

Autor/in	Marmolejo Rivas, Eugenia
Titel	Modelling in Action. Scaffolding High School Students to Higher Levels of Autonomy: The School's Elevator and the Inverse Problem
Quelle	In: International Journal for Technology in Mathematics Education, 24 (2017) 2, S.83-88 (6 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1744-2710
Schlagwörter	Scaffolding (Teaching Technique); High School Students; Mathematics Instruction; Mathematical Models; Computer Software; Personal Autonomy; Mathematical Concepts; Secondary School Mathematics; Mathematical Logic + Suchen Sie Ihr Suchwort? High school; High schools; Student; Students; Oberschule; Schüler; Schülerin; Studentin; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Individuelle Autonomie; Mathematical logics; Mathematische Logik
Abstract	In this paper, we focus our discussion on the strategy we follow to scaffold high school students to successfully build models of a real-life system. Our aim is for students to gradually achieve a higher level of autonomy and to use and further develop their mathematical knowledge. We present work students did when we asked them to build a model of the position of the school's elevator. Most students successfully built sound one-expression models. Those who did not, built an elegant piecewise model. They achieved this by working on the inverse problem, an exciting proposition for students at any level. Crucial to the group's success was the use of tracking software commonly used in physics, and dynamic mathematical software that empowers students to explore their models. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01