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Remarks on a Modeling Cycle and Interpreting Behaviours

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Modeling Students' Mathematical Modeling Competencies

Abstract

Reported research and practice in mathematical modeling and applications has found it useful to describe student behaviours in terms of activity within a modeling cycle. This has enabled researchers to elucidate and to gain insights into processes deployed by students when faced with problems set in the real world and for which practical outcomes might be achieved by constructing a mathematical model. We consider various modeling cycles and we remark on individual modeling routes and other non-linear behaviours. Models of modeling in education raise questions as to the purpose of mathematical modeling and its assessment. We comment on the assessment of modeling competencies and we consider whether common methods of assessment address the mathematical model itself or more general competencies.

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Author information

Authors and Affiliations

  1. City University, London, UK

    Christopher R. Haines

  2. University of Hertfordshire, Hatfield, UK

    Rosalind Crouch

Authors
  1. Christopher R. Haines
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  2. Rosalind Crouch
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Corresponding author

Correspondence to Christopher R. Haines .

Editor information

Editors and Affiliations

  1. School of Education, Indiana University, N. Rose Ave. 201, Bloomington, 47405-1006, USA

    Richard Lesh

  2. Graduate School of Education, University of Queensland, Brisbane, 4074, Australia

    Peter L. Galbraith

  3. Dept. Continuing Education, City University, Northampton Square, London, EC1V 0HB, United Kingdom

    Christopher R. Haines

  4. School of Education, University of Utah, Campus Center Drive 1705, Salt Lake City, 84112, USA

    Andrew Hurford

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Haines, C.R., Crouch, R. (2010). Remarks on a Modeling Cycle and Interpreting Behaviours. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. Springer, Boston, MA. https://doi.org/10.1007/978-1-4419-0561-1_12

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