Abstract
This chapter reports progress of a study to gain insight into the development of the ability of undergraduate students to work with modelling situations. The questions that guide the research are: How to relate the development of concepts and the development of modelling abilities? What does it mean that a person has knowledge of a concept? What does it mean that a person has ability in modelling? Is the development of modelling ability independent of the development of knowledge about concepts? We discuss results from a research study with mathematics students at the university level.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
Similar content being viewed by others
References
Freudenthal, H. (1991). Revisiting mathematical education. Dordrecht: Kluwer.
Greeno, J., & Middle School Mathematics through Applications Group. (1998). The situativity of knowing, learning and research. The American Psychologist, 53(1), 5–26.
Lesh, R. (2010). Tools, researchable issues and conjectures for investigating what it means to understand statistics (or other topics) meaningfully. Journal of Mathematical Modeling and Applications, 1(2), 16–48.
Lesh, R., & Doerr, H. M. (Eds.). (2003). Beyond constructivism. Models and modeling perspectives on mathematics problem solving, learning, and teaching. Mahwah, NJ: Erlbaum.
Mathematical Sciences Education Board, National Research Council. (1990). Reshaping school mathematics: A philosophy and framework for curriculum. Washington, DC: National Academy Press.
Mestre, J. (2002). Transfer of learning: Issues and research agenda (National Science Foundation Report No. NSF03-212). Washington, DC: National Academy Press.
Perrenet, J., & Adan, I. (2011). Fifteen years of experience with modelling courses in the Eindhoven program of applied mathematics. Journal of Mathematical Modelling and Application, 1(4), 3–19.
Polya, G. (1954). Mathematics and plausible reasoning. Princeton, NJ: Princeton University Press.
Schoenfeld, A. (1992). Learning to think mathematically: Problem solving, metacogniotion, and sense making in mathematics. In D. A. Grows (Ed.), Handbook of research on mathematics teaching and learning (pp. 334–370). New York: Macmillan.
Sierpinska, A. (2000). On some aspects of students’ thinking in linear algebra. In J. L. Dorier (Ed.), On the teaching of linear algebra (pp. 209–246). Dordrecht: Kluwer.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2013 Springer Science+Business Media Dordrecht
About this chapter
Cite this chapter
Cristóbal-Escalante, C., Vargas-Alejo, V. (2013). The Development of Mathematical Concept Knowledge and of the Ability to Use This Concept to Create a Model. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_44
Download citation
DOI: https://doi.org/10.1007/978-94-007-6540-5_44
Published:
Publisher Name: Springer, Dordrecht
Print ISBN: 978-94-007-6539-9
Online ISBN: 978-94-007-6540-5
eBook Packages: Humanities, Social Sciences and LawEducation (R0)