Mathematical modeling: Are prior experiences important?

• Autores: Jennifer A. Czocher, Diana L. Moss
• Localización: Mathematics teacher, ISSN-e 2330-0582, ISSN 0025-5769, Vol. 110, Nº 9, 2017, págs. 654-660
• Idioma: inglés
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• Resumen

  • The conceptual understanding that students have when engaging with a math modeling problem varies greatly. They need opportunities to make their own assumptions and design the mathematics to fit these assumptions. Making these assumptions is part of an interpretative process that depends on students' prior experiences. Furthermore, students have different life and classroom experiences that can lead to distinct (but acceptable) mathematical models. Here, Czocher and Moss illustrate some challenges to teaching mathematical modeling in the classroom: how to engage students in mathematical modeling, respond to different answers, and take into account that students draw on their realistic experiences.