Teaching practices and modelling changing phenomena
2013 (English)In: Proceedings of the 8th Congress of European Research in Mathematics Education (CERME 8), 2013Conference paper (Refereed)
While much research has demonstrated the positive impact of mathematical modelling on student learning, considerably less research has focused on the teaching practices that are needed to support modelling approaches to student learning. In this study, we examined the characteristics of teaching in a classroom setting where the students engaged in a sequence of model development tasks designed to support their abilities to create and interpret models of changing physical phenomena. The results illustrate the demands that modelling tasks place on teachers, ways of responding to those demands, and suggest needed pedagogical shifts in teaching practices.
Place, publisher, year, edition, pages
IdentifiersURN: urn:nbn:se:liu:diva-105261OAI: oai:DiVA.org:liu-105261DiVA: diva2:705053
8th Congress of European Research in Mathematics Education (CERME 8), 6-10 February 2013, Antalya, Turkey