Modeling perspectives in math education research

Christine Larson, Guershon Harel, Michael Oehrtman, Michelle Zandieh, Chris Rasmussen, Robert Speiser, Chuck Walter

Research output: Chapter in Book/Report/Conference proceedingChapter

4 Scopus citations

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 languageEnglish (US)
Title of host publicationModeling Students' Mathematical Modeling Competencies
Subtitle of host publicationICTMA 13
PublisherSpringer US
Pages61-71
Number of pages11
ISBN (Print)9781441905604
DOIs
StatePublished - 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