id: 06426609
dt: j
an: 2015c.00906
au: Gould, Heather; Wasserman, Nicholas H.
ti: Striking a balance: students’ tendencies to oversimplify or
overcomplicate in mathematical modeling.
so: J. Math. Educ. Teach. Coll. 5, No. 1, 27-34 (2014).
py: 2014
pu: Teachers College (TC), Columbia University, New York, NY
la: EN
cc: M10 D30
ut: mathematical model building; lower secondary; research; common core state
standards for mathematics; real-life mathematics; oversimplification;
overcomplication; teaching; student modeling process; making
assumptions; mathematization; revision; elementary algebra
ci:
li: http://journals.tc-library.org/index.php/matheducation/article/view/983/618
ab: Summary: With the adoption of the Common Core State Standards for
Mathematics (CCSSM), the process of mathematical modeling has been
given increased attention in mathematics education. This article
reports on a study intended to inform the implementation of modeling in
classroom contexts by examining students’ interactions with the
process of creating mathematical models and analyzing the types of
models so generated. Results indicate students’ tendencies to
oversimplify or overcomplicate the modeling process. Implications of
the study are discussed, especially for understanding which aspects of
the modeling cycle might be most helpful for teachers to focus on in
order to develop students’ modeling abilities.
rv: