Please use this identifier to cite or link to this item: http://hdl.handle.net/10497/16838
Title: 
Authors: 
Keywords: 
Mathematical modelling
Problem-based learning
Conceptual framework
Model development
Issue Date: 
2013
Citation: 
Chan, E. C. M., & Foong, P. Y. (2013). A conceptual framework for investigating pupils’ model development during the mathematical modelling process. The Mathematics Educator, 15(1), 1-29.
Abstract: 
From the perspective of modelling as problem solving, the nature of problem solving experiences is reassessed where students' interpretation of real-world contexts leading to sense-making and meaning construction becomes their solutions to the problem situations. This paper discusses the design of a conceptual framework for investigating pupils’ mathematical modelling process in a problem-based learning setting and reports findings from a case study involving a group of Grade 6 pupils. The framework provides affordances for tracing the modelling process pupils undertake towards exemplifying the key areas of the framework. Through a protocol analysis method, the collaborative discourse of model development of one group of the pupils was summarized as a modelling path. The benefits of the framework are discussed.
URI: 
ISSN: 
0218-9100
Website: 
Appears in Collections:Journal Articles

Files in This Item:
File Description SizeFormat 
TME-15-1-1.pdf1.02 MBAdobe PDFThumbnail
View/Open
Show full item record

Page view(s) 50

65
Last Week
0
Last month
checked on May 24, 2019

Download(s) 50

85
checked on May 24, 2019

Google ScholarTM

Check


Items in DSpace are protected by copyright, with all rights reserved, unless otherwise indicated.