id: 06412254
dt: a
an: 2015b.00917
au: Henning, Herbert; John, Benjamin
ti: Correlations between reality and modelling. “Dirk Nowitzki playing for
Dallas in the NBA (U.S.A.)".
so: Maasz, Jürgen (ed.) et al., Real-world problems for secondary school
mathematics students. Case studies. Rotterdam: Sense Publishers (ISBN
978-94-6091-541-3/pbk; 978-94-6091-542-0/hbk; 978-94-6091-543-7/ebook).
137-153 (2011).
py: 2011
pu: Rotterdam: Sense Publishers
la: EN
cc: M90 M50 F90 I40
ut: mathematical model building; mathematical applications; real-life
mathematics; sport; student activities; levels of modelling competence;
physics; mechanics; practical arithmetic; percentages; probability;
unit conversion; drawing sketches; quadratic functions; quadratic
equations; length of a trajectory; differential calculus; integral
calculus
ci:
li:
ab: Summary: Mathematical modelling can greatly enrich math lessons in school.
Like every other didactical method, too, it may not be the only way of
teaching. It is a reasonable addition to many other didactical methods.
Besides, it has to be introduced slowly and with caution e.g. just like
team work. Students do not learn how to work together gainfully
overnight ‒ as well as they cannot construct a mathematical model ad
hoc. The greatest benefit of this type of setting a task is being able
to adjust the task to the interests of the class and single students
respectively. If students are not interested in sports this particular
example should not be used because the intrinsic motivation will not be
raised. In addition this particular example shows that mathematical
modelling can be introduced early. It is the teacher’s task to single
out aspects going along with relevant considerations and evaluations:
to range from converting units to dealing with trigonometrical
functions in combination with a second order equation. It is an
instrument to enrich lessons at every single class level.
rv: