Justifications Students Use when Writing an Equation during a Modeling Task [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).

Autor/inn/en	Roan, Elizabeth; Czocher, Jennifer
Titel	Justifications Students Use when Writing an Equation during a Modeling Task [Konferenzbericht] Paper presented at the Annual Meeting of the North American Chapter of the International Group for the Psychology of Mathematics Education (44th, Nashville, TN, Nov 17-20, 2022).
Quelle	(2022), (9 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Monographie
Schlagwörter	Mathematics Instruction; Task Analysis; Mathematical Models; STEM Education; Undergraduate Students; Thinking Skills; Equations (Mathematics); Arithmetic; Multiplication; Behavior Patterns; Schemata (Cognition); Problem Solving; Videoconferencing; Teaching Methods + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Aufgabenanalyse; Mathematical model; Mathematisches Modell; STEM; Denkfähigkeit; Equations; Mathematics; Gleichungslehre; Addition; Arithmetik; Arithmetikunterricht; Rechnen; Multiplikation; Cognition; Schema; Kognition; Problemlösen; Teaching method; Lehrmethode; Unterrichtsmethode
Abstract	Literature typically describes mathematization, the process of transforming a real-world situation into a mathematical model, in terms of desirable actions and behaviors students exhibit. We attended to STEM undergraduate students' quantitative reasoning as they derived equations. Analysis of the meanings they held for arithmetic operations (+, -, ·, ÷) provided insight into how participants expressed real-world relationships among entities with arithmetic relationships among values. We extend the findings from K-12 literature (e.g., using multiplication to instantiate a rate) to STEM undergraduates and found evidence of new ways of justifying the usage of arithmetic operations (e.g., using multiplication to instantiate an amount). [For the complete proceedings, see ED630210.] (As Provided).
Anmerkungen	North American Chapter of the International Group for the Psychology of Mathematics Education. e-mail: pmena.steeringcommittee@gmail.com; Web site: http://www.pmena.org/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01