
06116892
a
2013a.00793
Lesh, Richard
Doerr, Helen M.
Alternatives to trajectories and pathways to describe development in modeling and problem solving.
Blum, Werner (ed.) et al., Mathematikunterricht im Kontext von Realit\"at, Kultur und Lehrerprofessionalit\"at. Festschrift f\"ur Gabriele Kaiser. Heidelberg: Springer Spektrum (ISBN 9783834823885/pbk; 9783834823892/ebook). 138147 (2012).
2012
Heidelberg: Springer Spektrum
EN
M10
D50
C30
C70
mathematical modeling
modeleliciting acticities
teachinglearning process
doi:10.1007/9783834823892_15
Summary: Much past research based on model eliciting activities (MEAs) has shown that it is possible to directly observe processes that enable students to develop progressively more productive ways of thinking about problem situations. In this paper, we introduce a class of MEAs that are designed to explicitly focus on the parallel and interacting development of systems of interpretation that occurs in realistic solutions to complex modeling tasks. When engaging with this class of activities, the model development that occurs is more like the interactions among evolving partial interpretations and primitive ways of thinking than the progression along a trajectory or pathway that refines a single model of the situation.