A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving

Autor/inn/en	Mousoulides, Nicholas G.; Christou, Constantinos; Sriraman, Bharath
Titel	A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving
Quelle	In: Mathematical Thinking and Learning: An International Journal, 10 (2008) 3, S.293-304 (12 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1098-6065
Schlagwörter	Intervention; Mathematical Models; Modeling (Psychology); Problem Solving; Mathematics Instruction; Teaching Methods; Learning Activities; Grades (Scholastic); Experience; Grade 6; Grade 8; Elementary School Students; Middle School Students; Elementary School Mathematics; Secondary School Mathematics + Suchen Sie Ihr Suchwort? Mathematical model; Mathematisches Modell; Modeling; Modelling; Modellierung; Problemlösen; Mathematics lessons; Mathematikunterricht; Teaching method; Lehrmethode; Unterrichtsmethode; Lernaktivität; Notenspiegel; Erfahrung; School year 06; 6. Schuljahr; Schuljahr 06; School year 08; 8. Schuljahr; Schuljahr 08; Middle school; Middle schools; Student; Students; Mittelschule; Mittelstufenschule; Schüler; Schülerin; Elementare Mathematik; Schulmathematik
Abstract	This study analyzed the processes used by students when engaged in modeling activities and examined how students' abilities to solve modeling problems changed over time. Two student populations, one experimental and one control group, participated in the study. To examine students' modeling processes, the experimental group participated in an intervention program consisting of a sequence of six modeling activities. To examine students' modeling abilities, the experimental and control groups completed a modeling abilities test on three occasions. Results showed that students' models improved as they worked through the sequence of problem activities and also revealed a number of factors, such as students' grade, experiences with modeling activities, and modeling abilities that influenced their modeling processes. The study proposes a three-dimensional theoretical model for examining students' modeling behavior, with subsequent implications for the teaching and learning of mathematical problem solving. (Contains 2 tables, 3 figures and 1 note.) (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10