The bottleneck problem in modelling revisited
(English)Manuscript (preprint) (Other academic)
In this paper Sfard's theory of commognition is used to investigate how two students work collaboratively to develop mathematical models in a natural school setting. The students' communication is analysed from both an insider and an outsider perspective to recreate the construction of their developed models in terms of realization trees. The analysis shows how the students draw on different discourses and that the models evolved through activities of recognition and negotiation. In particular, the students formulated their mathematical models using already known mathematical models. However, these latter models were tacit models in that they were not explicitly mentioned or discussed during the developmental process. To facilitate students’ capability to productively engage in mathematical modelling, the result of this study points to the need renegotiate the learning-teaching agreement so that it incorporates activities offering the students opportunities to practice negotiation and recognition.
IdentifiersURN: urn:nbn:se:liu:diva-103036OAI: oai:DiVA.org:liu-103036DiVA: diva2:685993