Potential of an MEA to Advance Business Students' Modeling Skills [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	Montero-Moguel, Luis E.; Vargas-Alejo, Verónica; Lima, Cynthia; Carmona-Domínguez, Guadalupe
Titel	Potential of an MEA to Advance Business Students' Modeling Skills [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	Business Administration Education; Teaching Methods; Mathematics Instruction; Mathematical Models; Mathematical Concepts; Concept Formation; Mathematics Skills; Learning Activities; Calculus; College Freshmen; Microbiology; Food; Teamwork; Group Discussion; Video Technology + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Mathematics lessons; Mathematikunterricht; Mathematical model; Mathematisches Modell; Concept learning; Begriffsbildung; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Lernaktivität; Analysis; Differenzialrechnung; Infinitesimalrechnung; Integralrechnung; Studienanfänger; Mikrobiologie; Lebensmittel; Gruppendiskussion
Abstract	The development of modeling skills in mathematics is essential for individuals to understand, describe, control, and predict phenomena around them. This article describes the results of an investigation to find out how an activity -- based on a Models and Modeling Perspective -- stimulates the mathematics modeling skills of undergraduate students who are in the first quarter of a business degree. As a result, it was shown that the MEA [model-eliciting activity] enabled students to exhibit, develop, and refine different modeling skills, such as: identification of variables, assumptions based on the real-life context, identification of patterns, and construction of mathematical representations. [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