Abstract
This chapter recognizes the potential efficacy of MEA-related approaches in university classrooms. It explores principles associated with MEA design and raises challenges to their transfer beyond mathematical settings into natural and environmental sciences, engineering and beyond. It attempts to address the state of readiness of individuals to engage with MEA-related processes. A first stage model of progression of learners and teachers into MEA-related activities is proposed alongside consideration of the phenomenon of flow and the beginnings of a set of questions intended to set the scene for emerging development and research agendas. A new seventh ‘Entry’ principle for MEA design is proposed.
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Schofield, M. (2013). Extending Model Eliciting Activities (MEAs) Beyond Mathematics Curricula in Universities. 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_49
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DOI: https://doi.org/10.1007/978-94-007-6540-5_49
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