Alternatives to Trajectories and Pathways to Describe Development in Modeling and Problem Solving

Richard Lesh and Helen M. Doerr
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Richard Lesh: Indiana University
Helen M. Doerr: Syracuse University

A chapter in Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität, 2012, pp 138-147 from Springer

Abstract: Zusammenfassung Much past research based on model eliciting activities (MEAs) has shown that it is possible to directly observe processes that enable students to develop progressively more productive ways of thinking about problem situations. In this paper, we introduce a class of MEAs that are designed to explicitly focus on the parallel and interacting development of systems of interpretation that occurs in realistic solutions to complex modeling tasks. When engaging with this class of activities, the model development that occurs is more like the interactions among evolving partial interpretations and primitive ways of thinking than the progression along a trajectory or pathway that refines a single model of the situation.

Date: 2012
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Persistent link: https://EconPapers.repec.org/RePEc:spr:sprchp:978-3-8348-2389-2_15

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DOI: 10.1007/978-3-8348-2389-2_15

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