### 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) |
---|---|

Title of host publication | Modeling Students' Mathematical Modeling Competencies: ICTMA 13 |

Publisher | Springer US |

Pages | 61-71 |

Number of pages | 11 |

ISBN (Print) | 9781441905604 |

DOIs | |

State | Published - 2010 |

### Fingerprint

### 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)

### Cite this

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

**Modeling perspectives in math education research.** / Larson, Christine; Harel, Guershon; Oehrtman, Michael; Zandieh, Michelle; Rasmussen, Chris; Speiser, Robert; Walter, Chuck.

Research output: Chapter in Book/Report/Conference proceeding › Chapter

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

}

TY - CHAP

T1 - Modeling perspectives in math education research

AU - Larson, Christine

AU - Harel, Guershon

AU - Oehrtman, Michael

AU - Zandieh, Michelle

AU - Rasmussen, Chris

AU - Speiser, Robert

AU - Walter, Chuck

PY - 2010

Y1 - 2010

N2 - 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.

AB - 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.

KW - Calculus

KW - Concept/Conceptual

KW - Definition of mathematical modeling

KW - Design research

KW - Development

KW - Games

KW - Graduate students

KW - Learning environments

KW - Local conceptual development

KW - Mental model

KW - Model eliciting activity

KW - Models and modeling perspectives

KW - Piaget

KW - Realistic Mathematics Education (RME)

KW - System

UR - http://www.scopus.com/inward/record.url?scp=84886396076&partnerID=8YFLogxK

UR - http://www.scopus.com/inward/citedby.url?scp=84886396076&partnerID=8YFLogxK

U2 - 10.1007/978-1-4419-0561-1_5

DO - 10.1007/978-1-4419-0561-1_5

M3 - Chapter

AN - SCOPUS:84886396076

SN - 9781441905604

SP - 61

EP - 71

BT - Modeling Students' Mathematical Modeling Competencies: ICTMA 13

PB - Springer US

ER -