@article {MATHEDUC.02360930,
author = {Julie, Cyril},
title = {Work moments in mathematical modelling by practising mathematics teachers with no prior experience of mathematical modelling and applications.},
year = {2003},
journal = {New Zealand Journal of Mathematics},
volume = {32},
issn = {1171-6096},
pages = {117-124},
publisher = {University of Auckland, Department of Mathematics, Auckland; New Zealand Mathematical Society, Auckland},
abstract = {Inspired by orientations emanating from theories and developments on practices, the sociology of scientific knowledge, knowledge-making as a local workbench activity and activity systems theory, this research studied the "acts of making" a mathematical model by practising teachers with no prior experience of "the mathematical modelling way of working". The description of the study is organised around the concept of "work moments" which are the particular actions that are the focus of attention of the mathematical model-building activity at a given time. A table constructed by the participants played a crucial, mediating and guidance-giving role and the work moments manifested themselves primarily during construction of this table. The work moments identified were shedding, compensation and variation. It is concluded that descriptions of the nature of teacher learning are crucial for the design of appropriate programmes for mathematics teachers in situations where mathematical modelling and applications were not part of their pre-service mathematics teacher education.},
msc2010 = {M19xx (D49xx)},
identifier = {2005d.01863},
}