Students from Grade 2 to Grade 10 Solving a Fermi Problem: Analysis of Emerging Models

Autor/inn/en	Ferrando, Irene; Albarracín, Lluís
Titel	Students from Grade 2 to Grade 10 Solving a Fermi Problem: Analysis of Emerging Models
Quelle	In: Mathematics Education Research Journal, 33 (2021) 1, S.61-78 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Albarracín, Lluís)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1033-2170
DOI	10.1007/s13394-019-00292-z
Schlagwörter	Mathematics Instruction; Problem Solving; Computation; Mathematical Models; Elementary Secondary Education; Mathematical Logic; Age Differences; Mathematical Concepts; Grade 2; Grade 3; Grade 4; Grade 5; Grade 6; Grade 7; Grade 8; Grade 9; Grade 10 + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Problemlösen; Mathematical model; Mathematisches Modell; Mathematical logics; Mathematische Logik; Age; Difference; Age difference; Altersunterschied; School year 02; 2. Schuljahr; Schuljahr 02; School year 03; 3. Schuljahr; Schuljahr 03; School year 04; 4. Schuljahr; Schuljahr 04; School year 05; 5. Schuljahr; Schuljahr 05; School year 06; 6. Schuljahr; Schuljahr 06; School year 07; 7. Schuljahr; Schuljahr 07; School year 08; 8. Schuljahr; Schuljahr 08; School year 09; 9. Schuljahr; Schuljahr 09
Abstract	One hundred four students aged 8 to 16 worked on one Fermi problem involving estimating the number of people that can fit in their school playground. We present a qualitative analysis of the different mathematical models developed by the students. The analysis of the students' written productions is based on the identification of the model of elements distribution and the strategy used. The results show how the students adapt their solutions in order to tackle the problem from their available knowledge. Indeed, younger students have important difficulties to deal with two-dimensional mathematical contents, but they overcome them by simplifying the problem. Finally, we also discuss the possibilities of using the proposed problem as part of a sequence to promote mathematical modelling in each educational stage, in basis of the potentialities identified in our analysis. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01