id: 06540161
dt: a
an: 2016b.00840
au: Niss, Mogens
ti: Prescriptive modelling ‒ challenges and opportunities.
so: Stillman, Gloria Ann (ed.) et al., Mathematical modelling in education
research and practice. Cultural, social and cognitive influences. Cham:
Springer (ISBN 978-3-319-18271-1/hbk; 978-3-319-18272-8/ebook).
International Perspectives on the Teaching and Learning of Mathematical
Modelling, 67-79 (2015).
py: 2015
pu: Cham: Springer
la: EN
cc: M10
ut: prescriptive modeling; modeling cycle
ci:
li: doi:10.1007/978-3-319-18272-8_5
ab: Summary: This chapter deals with a distinction between two kinds of
mathematical modelling purposes and related modelling endeavours,
descriptive modelling and prescriptive modelling. Whilst descriptive
modelling is usually the focus of attention of practice, research and
development in mathematics education, prescriptive modelling ‒ in
which the aim is to design, organise or structure certain aspects of
extra-mathematical domains ‒ is hardly noticed, let alone
investigated in mathematics education. After having presented three
concrete examples of prescriptive modelling, this chapter makes a plea
for paying attention to its cultivation and investigation in
mathematics education contexts. It does so by analysing prescriptive
modelling in relation to the so-called modelling cycle and finishes by
outlining challenges and opportunities for such an endeavour.
rv: