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  • 1.
    Albarracín, Lluís
    et al.
    Universitat Autònoma de Barcelona.
    Bergman Ärlebäck, Jonas
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, Faculty of Science & Engineering.
    Civil, Elisabeth
    Universitat Autònoma de Barcelona.
    Gorgorió, Núria
    Universitat Autònoma de Barcelona.
    Extending Modelling Activity Diagrams as a tool to characterise mathematical modelling processes2019In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 16, no 1-2, article id 10Article in journal (Refereed)
    Abstract [en]

    In this paper, we present a qualitative study in which we analyse the video-recordings of four groups of students solving Fermi Problems. Previous studies show that Secondary School students solve this type of problems using complex problem solving processes and developing mathematical models. In order to analyse the students’ problem solving processes, so-called Modelling Activity Diagrams were used. The results of the present study demonstrate that solving Fermi problems is a complex matter, and that some of the theoretical tools used in the field of Mathematical Education fail to adequately reflect this level of complexity. In addition, Modelling Activity Diagrams are presented as a more detailed analysis tool to characterise student choices and actions, as well as to make the structure of the Fermi problem addressed more visible.

  • 2.
    Bergman Ärlebäck, Jonas
    Linköping University, Department of Mathematics, Mathematics and Applied Mathematics. Linköping University, The Institute of Technology.
    On the use of realistic Fermi problems for introducingmathematical modelling in school2009In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 6, no 3, p. 331-364Article in journal (Refereed)
    Abstract [en]

    In this paper an analytical tool referred to as the MAD (Modelling Activity Diagram) framework adapted from Schoenfeld’s parsing protocol coding scheme is used to address the issues of how to introduce mathematical modelling to upper secondary students. The work of three groups of students engaged in solving so called realistic Fermi problems were analysed using this framework, and it was observed that the processes involved in a typical mathematical modelling cycle were richly represented in the groups’ solving processes. The importance of the social interactions within the groups was noted, as well as the extensive use of extra-mathematical knowledge used by the students during the problem solving session.

  • 3.
    Bergsten, Christer
    Linköping University, Department of Mathematics. Linköping University, The Institute of Technology.
    Magic circles in the arbelos2010In: The Montana Mathematics Enthusiast, ISSN 1551-3440, E-ISSN 1551-3440, Vol. 7, no 2&3, p. 209-222Article in journal (Refereed)
    Abstract [en]

    In the arbelos three simple circles are constructed on which the tangency points for three circle chains, all with Archimedes’ circle as a common starting point, are situated. In relation to this setting, some algebraic formulae and remarks are presented. The development of the ideas and the relations that were “discovered” were strongly mediated by the use of dynamic geometry software.

1 - 3 of 3
CiteExportLink to result list
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Citation style
  • apa
  • harvard1
  • ieee
  • modern-language-association-8th-edition
  • vancouver
  • oxford
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  • de-DE
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  • en-US
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