Abstract
This chapter explores the notion that the discourse of the mathematics classroom impacts on the practices that students engage when modelling mathematics. Using excerpts of a Year 12 student’s report on modelling Newton’s Law of Cooling, this chapter argues that when students engage with the discourse of their mathematics classroom in a manner that promotes the communication of ideas, they employ mathematical modelling practices that reflect the cyclical approaches to modelling employed by mathematicians.
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Redmond, T., Brown, R., Sheehy, J. (2013). Exploring the Relationship Between Mathematical Modelling and Classroom Discourse. 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_29
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DOI: https://doi.org/10.1007/978-94-007-6540-5_29
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