id: 06251632
dt: a
an: 2014b.00833
au: Downton, Ann
ti: Problem posing: a possible pathway to mathematical modelling.
so: Stillman, Gloria Ann (ed.) et al., Teaching mathematical modelling.
Connecting to research and practice. Dordrecht: Springer (ISBN
978-94-007-6539-9/hbk; 978-94-007-6540-5/ebook). International
Perspectives on the Teaching and Learning of Mathematical Modelling,
527-536 (2013).
py: 2013
pu: Dordrecht: Springer
la: EN
cc: M12 D52 U62 D42
ut: modelling; problem posing; real-life problems; photographs
ci:
li: doi:10.1007/978-94-007-6540-5_45
ab: Summary: Problem posing is an important component of learning mathematics
as is problem solving, and it is an essential part of mathematical
modelling. This chapter reports two small studies conducted in a year
1‒2 class and a year 3‒4 class, respectively. The purpose of each
study was to examine the extent to which the use of real world
artefacts provide a stimulus for young students to pose problems that
can be investigated using mathematical modelling. The students in both
studies had no prior experience in problem posing. However, they
generated a range of problems linked to the real world albeit some in a
superficial sense, whereas others gave genuine rise to mathematical
modelling.
rv: