### 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 - Dec 1 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

- Social Sciences(all)
- Arts and Humanities(all)

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## Cite this

Larson, C., Harel, G., Oehrtman, M., Zandieh, M., Rasmussen, C., Speiser, R., & Walter, C. (2010). Modeling perspectives in math education research. In

*Modeling Students' Mathematical Modeling Competencies: ICTMA 13*(pp. 61-71). Springer US. https://doi.org/10.1007/978-1-4419-0561-1_5