Abstract
This article reviews a model-eliciting activity, with a single-numerical answer, implemented in a calculus class at the university level. A closer look at students’ solutions reveals multiple perspectives in solving the problem, perspectives that present students’ conceptual and representational systems. Most model-eliciting activities allow for multiple responses, and consequently multiple approaches. This article presents the wide variety of modeling perspectives, even though the activity has a single numerical answer.
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References
Aliprantis, C. D., and Carmona, G. (2003). Introduction to an economic problem: A models and modeling perspective. In R. Lesh, and H. Doerr (Eds.), Beyond Constructivism: Models and Modeling Perspectives on Mathematics Problem Solving, Learning, and Teaching (pp. 255–264). Mahwah, NJ: Erlbaum.
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Acknowledgments
This study was conducted with the support of the Research Group of Dr. Guadalupe Carmona.
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Dominguez, A. (2010). Single Solution, Multiple Perspectives. 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_19
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DOI: https://doi.org/10.1007/978-1-4419-0561-1_19
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