While there is a large body of research on mathematical problem solving and modelling at primary school level, the mathematical modelling process itself has not been given much attention in research. In order to support and identify mathematical modelling processes, Fermi problems have been used in a classroom based study with third and fourth graders. In contrast to standard word problems that frequently just require the application of one or two simple algorithms and therefore do not provide information on how to find a mathematical model, Fermi problems provide the necessary complexity for studying authentic mathematical modelling. Videotapes of small group work in a grade four classroom provided the data basis. The analysis of the classroom data suggests that word problems with a high level of complexity can be solved in sensible and appropriate ways by third and fourth graders. The Fermi problems in this context served as “model-eliciting tasks”, because the required modelling process necessitates multiple modelling cycles with multiple ways of thinking about givens, goals, and solution paths.
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Peter-Koop, A. (2009). Teaching and Understanding Mathematical Modelling through Fermi-Problems. In: Clarke, B., Grevholm, B., Millman, R. (eds) Tasks in Primary Mathematics Teacher Education. Mathematics Teacher Education, vol 4. Springer, Boston, MA. https://doi.org/10.1007/978-0-387-09669-8_10
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