Recognizing constructs within mathematical modelling

Authors: Haines C.¹; Crouch R.²

Source: Teaching Mathematics and its Applications, Volume 20, Number 3, September 2001 , pp. 129-138(10)

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Abstract:

There has been much research on specifying frameworks within which the mathematical modelling develops, or assessing such tasks to properly reward student achievement. Little attention has so far been paid to recognizing attainment levels of students at defined stages of a modelling process. In this research we discuss a research tool that has the potential to identify a student's development in mathematical modelling, to gauge the effectiveness of teaching styles adopted and to enhance learning. We report on pilot applications of a questionnaire at two universities in the UK. We discuss the construction and testing of the research instrument and consider implications of the research and directions for further research.

Document Type: Original article

Affiliations: 1: City University, London 2: The University of Hertfordshire

Publication date: 2001-09-01

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The journal provides a forum for the exchange of ideas and experiences which contribute to the improvement of mathematics teaching and learning for students from upper secondary/high school level through to university first degree level. A distinctive feature of the journal is its emphasis on the applications of mathematics and mathematical modelling within the context of mathematics education world-wide. The journal's readership consists of mathematics teachers, students, researchers and those concerned with curriculum development and assessment, indeed anyone concerned about the education of users of mathematics.