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| Autor/in | Oremland, Lucy S. |
|---|---|
| Titel | Emphasizing Model Construction in the Classroom |
| Quelle | In: PRIMUS, 32 (2022) 2, S.137-153 (17 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 1051-1970 |
| DOI | 10.1080/10511970.2020.1827105 |
| Schlagwörter | Mathematics Instruction; Mathematical Models; Biological Sciences; Interdisciplinary Approach; Seminars; Introductory Courses; College Mathematics; Student Projects; Problem Solving; Majors (Students); Textbooks |
| Abstract | Transforming an observable phenomenon into a tractable model is a challenging process, from determining the appropriate modeling scale to making realistic simplifying assumptions. However, many modeling texts are anchored around problems that have already been synthesized into a digestible format, which inhibits an opportunity to engage students in the decision-making process that leads to a model's design. In this paper, I discuss course elements that provide opportunities for students to participate in the early stages of a model's construction. These include open-ended projects and deconstructed textbook problems, which I explore within the context of an applied mathematical modeling seminar that emphasizes models from the life sciences. (As Provided). |
| Anmerkungen | Taylor & Francis. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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