Abstract
Too often powerful and beautiful mathematical ideas are learned (and taught) in a procedural manner, thus depriving students of an experience in which they create and refine ideas for themselves. As a first step toward improving the current undesirable situation in undergraduate mathematics education, this chapter describes several different modeling perspectives and their implications for teaching and learning.
Original language | English (US) |
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Title of host publication | Modeling Students' Mathematical Modeling Competencies |
Subtitle of host publication | ICTMA 13 |
Publisher | Springer US |
Pages | 61-71 |
Number of pages | 11 |
ISBN (Print) | 9781441905604 |
DOIs | |
State | Published - 2010 |
Keywords
- Calculus
- Concept/Conceptual
- Definition of mathematical modeling
- Design research
- Development
- Games
- Graduate students
- Learning environments
- Local conceptual development
- Mental model
- Model eliciting activity
- Models and modeling perspectives
- Piaget
- Realistic Mathematics Education (RME)
- System
ASJC Scopus subject areas
- General Social Sciences
- General Arts and Humanities