Toward a Reconceptualization of Model Development from Models-and-Modeling Perspective in Mathematics Education

Autor/in	Sevinc, Serife
Titel	Toward a Reconceptualization of Model Development from Models-and-Modeling Perspective in Mathematics Education
Quelle	In: Educational Studies in Mathematics, 109 (2022) 3, S.611-638 (28 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Sevinc, Serife)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-021-10096-3
Schlagwörter	Mathematical Models; Problem Solving; Mathematics Education; Epistemology + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Problemlösen; Mathematische Bildung; Erkenntnistheorie
Abstract	Models-and-modeling perspective (MMP) is a problem-solving and learning perspective in mathematics education. Although modeling processes have been addressed widely in the international discussion on mathematical modeling, a homogeneous understanding has not been established yet. Hence, the field needs studies addressing the epistemological grounds of model development. Therefore, in this study, I aimed to scrutinize the latent aspects of modeling in MMP-based research. Based on the analysis of 143 chapter-sized documents, I aimed to articulate the characteristics of the modeling process and the models. The thematic analysis that was incorporated in document analysis revealed four latent aspects, namely, modeling: (1) is a subjective and also inter- and intra-subjective process; (2) encompasses both structural and systematic properties; (3) produces models that are both implicit and explicit to a certain degree; and (4) culminates in an incomplete -- but not inadequate -- model. These aspects of model development led me to reconceptualize what a model conveys in MMP-based research and articulate the potential and limits of the models. This is particularly important for teachers and researchers in understanding what models indicate in relation to students' ways of thinking, and such a systematic and analytical investigation can contribute to the scholarly conversation about modeling in the field of mathematics education. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01