Mathematical modelling: transitions between the real world and the mathematical model

Crouch, Rosalind; Haines, Chris

doi:10.1080/00207390310001638322

Cited by 105 publications

(62 citation statements)

References 13 publications

Supporting

Mentioning

Contrasting

Unclassified

Order By: Relevance

“…The researchers seeing mathematical modeling as a content in its own right focuses on describing and teaching the modeling cycle, the phases in modeling cycle, modeling abilities and competencies. Research studies following this tradition uses the description of modeling as the conceptual frame for describing students' and teachers' behaviors during modeling process, modeling competencies, and assessment of modeling competencies (e.g., Borromeo Ferri, 2006;Crouch & Haines, 2004;Frejd, 2013;Galbraith & Stillman, 2006;Houston, 2007;Lingefjärd, 2006;Maaß, 2006). The focus from this perspective is the teaching of mathematical modeling with its many technical details.…”

Section: Mathematical Modeling As a Bridge For Stem Educationmentioning

confidence: 99%

Mathematical Modeling: A Bridge to STEM Education

Kertil¹,

Gürel²

2016

IJEMST

View full text Add to dashboard Cite

The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may contribute to theoretical conceptualization of STEM education by specifically addressing the professional competencies that teachers need. The discussion followed on how mathematical modeling activities and project-based learning contexts contribute to integrated STEM education by providing two research-based experiences, one of which is the model rocketry project carried out by pre-service physics teachers and the other one of which is a mathematical modeling activity solved by pre-service mathematics teachers.

show abstract

Section: Mathematical Modeling As a Bridge For Stem Educationmentioning

confidence: 99%

Mathematical Modeling: A Bridge to STEM Education

Kertil¹,

Gürel²

2016

IJEMST

View full text Add to dashboard Cite

show abstract

“…Specific contexts could be used in modelling and problem solving tasks (Crouch & Haines, 2004;Chapman, 2006). Reasons for learning in contexts range from providing learners with a familiar allegory, to enhancing the transfer of mathematical learning through a demonstration of the connections between school mathematics and the real world (Boaler, 1993b(Boaler, , 1994 and motivating and engaging learners (Boaler, 1993a(Boaler, , 1994Klassen, 2006;Clarke & Helme, 1998).…”

Section: The Use Of Contexts In School Mathematicsmentioning

confidence: 99%

Contexts preferred for use in mathematics by Swaziland high performing public schools' junior secondary learners

Ngcobo

Julie

2012

African Journal of Research in Mathematics, Science and Technol

View full text Add to dashboard Cite

“…Research by Crouch and Haines (2004) highlights some of the difficulties that undergraduate students of mathematics and other science and technology subjects encounter in solving problems which require modelling. Students in the survey had particular difficulty in moving from "real world" problems stated in words to a mathematical model.…”

Section: Resultsmentioning

confidence: 99%