Features of Modeling Processes That Elicit Mathematical Models Represented at Different Semiotic Registers

Autor/inn/en	Shahbari, Juhaina Awawdeh; Tabach, Michal
Titel	Features of Modeling Processes That Elicit Mathematical Models Represented at Different Semiotic Registers
Quelle	In: Educational Studies in Mathematics, 105 (2020) 2, S.115-135 (21 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Shahbari, Juhaina Awawdeh)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-020-09971-2
Schlagwörter	Mathematical Models; Semiotics; Preservice Teachers; Mathematics Teachers; Algebra; Problem Solving + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Semiotik; Mathematics; Teacher; Teachers; Mathematik; Lehrer; Lehrerin; Lehrende; Problemlösen
Abstract	Mathematical models that are constructed through modeling activities should be appropriate for the situation at hand. In this study, we seek to monitor the modeling routes of different learners as well as their modeling sub-competencies in order to learn how these are related to the semiotic characteristics of the resulting mathematical models. Our data sources include video recordings of six groups of pre-service and practicing teachers engaging with one modeling activity, their working drafts, and their final written reports. The mathematical models constructed by the six groups were written in different semiotic registers (numeric and algebraic) and hence differ in their appropriateness to the situation demands. The analyses of these modeling processes suggest that the mathematical models constructed in the activity are indicative both of the groups' modeling sub-competencies and of their modeling routes. Algebraic models emerged from more complicated and less sequential modeling routes compared with the modeling routes of the groups that produced numeric models. In addition, the groups that produced the less effective numeric models lacked certain sub-competencies in the transition from the situation model to the real model and in the transition from the real model to the mathematical model. (As Provided).
Anmerkungen	Springer. Available from: Springer Nature. One New York Plaza, Suite 4600, New York, NY 10004. Tel: 800-777-4643; Tel: 212-460-1500; Fax: 212-460-1700; e-mail: customerservice@springernature.com; Web site: https://link.springer.com/
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01