Analyzing Student Modeling Cycles in the Context of a "Real World" Problem [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p137-144.

Autor/inn/en	Schorr, Roberta Y.; Amit, Miriam
Titel	Analyzing Student Modeling Cycles in the Context of a "Real World" Problem [Konferenzbericht] Paper presented at the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, Jul 10-15, 2005), v4 p137-144.
Quelle	4 (2005), S.137-144 (8 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Problem Solving; Mathematics Instruction; Mathematics Skills; Relevance (Education); Models; High School Graduates; College Preparation; Mathematics Achievement; Urban Education + Suchen Sie Ihr Suchwort? Problemlösen; Mathematics lessons; Mathematikunterricht; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Relevance; Relevanz; Analogiemodell; High school; High schools; Graduate; Graduates; Oberschule; Absolvent; Absolventin; Mathmatics sikills; Mathematical ability; Stadtteilbezogenes Lernen
Abstract	Many students do not apply their real world intuitions and sense-making abilities when solving mathematics problems in school. In an effort to better understand how to help students draw upon these valued resources, we investigate the manner in which the solution to a particular problem activity is repeatedly re-interpreted by a student. This is done within the context of a models and modeling framework in which we discuss the modeling cycles and associated models that were used. We suggest that the nature of the problem activity combined with the time and support needed to cycle through multiple models contributed to this student's ability to move beyond his initial, simplistic solution, toward a more complex solution, one that ultimately fit well within his own "real world" intuitions and experiences. (Contains 1 note.) [For complete proceedings, see ED496851.] (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10