Modeling from a Cognitive Perspective: Theoretical Considerations and Empirical Contributions

Autor/inn/en	Schukajlow, Stanislaw; Kaiser, Gabriele; Stillman, Gloria
Titel	Modeling from a Cognitive Perspective: Theoretical Considerations and Empirical Contributions
Quelle	In: Mathematical Thinking and Learning: An International Journal, 25 (2023) 3, S.259-269 (11 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Schukajlow, Stanislaw) ORCID (Kaiser, Gabriele) ORCID (Stillman, Gloria)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
DOI	10.1080/10986065.2021.2012631
Schlagwörter	Mathematics Instruction; Metacognition; Mathematical Models; Learning Activities; Teaching Methods; Thinking Skills; Learning Strategies; Problem Solving; Mathematics Curriculum; Cognitive Processes + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Mathematical model; Mathematisches Modell; Lernaktivität; Teaching method; Lehrmethode; Unterrichtsmethode; Denkfähigkeit; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Problemlösen; Cognitive process; Kognitiver Prozess
Abstract	Mathematical modeling and applications are an important part of curriculum and considered to be important for students' current and future lives. In this contribution, we focus on mathematical modeling from a cognitive prospective. Following embedding the cognitive perspective within the discourse of mathematical modeling, we describe some of the current thinking on modeling activities and review empirical results. Subsequently, new findings and implications for research offered by the contributions of the current special issue are described. The contributions of this special issue refer to the relation between cognitive and metacognitive modeling activities to (a) mathematical thinking during building a modeling example, (b) strategic knowledge within modeling activities, (c) solving of data-rich modeling problems and their status from a meta-perspective and (d) individual and social metacognition. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01