TY - JOUR

T1 - Beyond motivation

T2 - Exploring mathematical modeling as a context for deepening students' understandings of curricular mathematics

AU - Zbiek, Rose Mary

AU - Conner, Annamarie

N1 - Funding Information:
The empirical and theoretical work described in this manuscript was supported by the Mid-Atlantic Center for Mathematics Teaching and Learning through Grant No. ESI0087447 from the National Science Foundation with a major subcontract to The Pennsylvania State University. Any opinions, findings, and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the National Science Foundation.

PY - 2006/9

Y1 - 2006/9

N2 - Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical modeling is treated more as a venue for learning other mathematics than as an instructional goal in its own right. From this perspective, we are compelled to ask how learning of mathematics beyond modeling may occur as students generate and validate mathematical models. We consider a diagrammatic model of mathematical modeling as a process that allows us to identify how mathematical understandings may develop or surface while learners engage in modeling tasks. Through examples from prospective teachers' mathematical modeling work, we illustrate how our diagrammatic model serves as a tool to unpack the intricacies of students' mathematical experience while engaging in modeling tasks.

AB - Views of mathematical modeling in empirical, expository, and curricular references typically capture a relationship between real-world phenomena and mathematical ideas from the perspective that competence in mathematical modeling is a clear goal of the mathematics curriculum. However, we work within a curricular context in which mathematical modeling is treated more as a venue for learning other mathematics than as an instructional goal in its own right. From this perspective, we are compelled to ask how learning of mathematics beyond modeling may occur as students generate and validate mathematical models. We consider a diagrammatic model of mathematical modeling as a process that allows us to identify how mathematical understandings may develop or surface while learners engage in modeling tasks. Through examples from prospective teachers' mathematical modeling work, we illustrate how our diagrammatic model serves as a tool to unpack the intricacies of students' mathematical experience while engaging in modeling tasks.

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U2 - 10.1007/s10649-005-9002-4

DO - 10.1007/s10649-005-9002-4

M3 - Article

AN - SCOPUS:33748992286

VL - 63

SP - 89

EP - 112

JO - Educational Studies in Mathematics

JF - Educational Studies in Mathematics

SN - 0013-1954

IS - 1

ER -