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Mathematical knowledge application and student difficulties in a design-based interdisciplinary project. (English)
Kaiser, G. (ed.) et al., Trends in teaching and learning of mathematical modelling. Proceedings of the 14th international conference on the teaching of mathematical modelling and applications, ICTMA, Hamburg, Germany, July 27‒31, 2009. Berlin: Springer (ISBN 978-94-007-0909-6/hbk; 978-94-007-0910-2/ebook). International Perspectives on the Teaching and Learning of Mathematical Modelling 1, 107-116 (2011).
Summary: This chapter presents types of mathematical knowledge application during a design-based interdisciplinary project as displayed through the work of student-group cases from grades 7 and 8 (aged 13‒14) in two educational streams across three Singapore government secondary schools. It was found that the students did not apply all the expected mathematical knowledge and skills afforded by the project. They also lacked awareness of the purpose of scale and displayed limited activation of real-world knowledge for mathematical decision making. Findings presented have implications on the facilitation of quality mathematical application in contextualised tasks.
Classification: M13
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