Beyond Motivation: Exploring Mathematical Modeling as A Context for Deepening Students' Understandings of Curricular Mathematics

Rose Mary Zbiek; Annamarie Conner

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Beyond Motivation: Exploring Mathematical Modeling as A Context for Deepening Students' Understandings of Curricular Mathematics

机译：超越动机：探索数学模型作为加深学生对课程数学理解的背景

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摘要

Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical modeling is treated more as a venue for learning other mathematics than as an instructional goal in its own right. From this perspective, we are compelled to ask how learning of mathematics beyond modeling may occur as students generate and validate mathematical models. We consider a diagrammatic model of mathematical modeling as a process that allows us to identify how mathematical understandings may develop or surface while learners engage in modeling tasks. Through examples from prospective teachers' mathematical modeling work, we illustrate how our diagrammatic model serves as a tool to unpack the intricacies of students’ mathematical experience while engaging in modeling tasks.

机译：从数学建模能力是数学课程的明确目标的角度来看，经验，说明和课程参考中的数学建模视图通常会捕获现实世界现象与数学思想之间的关系。但是，我们在课程环境中工作，在该课程中，数学建模更多地被视为学习其他数学的场所，而不是其自身的教学目标。从这个角度出发，我们不得不问，在学生生成和验证数学模型时，如何进行除建模之外的数学学习。我们认为数学建模的图解模型是一个过程，它使我们能够确定学习者从事建模任务时数学理解如何发展或浮出水面。通过潜在教师的数学建模工作中的示例，我们说明了我们的图表模型如何充当工具，以在参与建模任务时解开学生的数学经验的复杂性。

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来源
《Educational Studies in Mathematics》 |2006年第1期|89-112|共24页
作者
Rose Mary Zbiek; Annamarie Conner;
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作者单位

The Pennsylvania State University;

The Pennsylvania State University;

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原文格式 PDF
正文语种 eng
中图分类
关键词
learning; mathematical modeling; prospective teachers; theory; understanding;

机译：学习;数学建模;准教师;理论;理解;

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Beyond Motivation: Exploring Mathematical Modeling as A Context for Deepening Students' Understandings of Curricular Mathematics

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