Abstract
Understanding students’ modelling processes is critical for informing facilitator interventions. More specifically, it is important for facilitators to understand the situation-specific attributes students find relevant in modelling tasks, if and how these are manifested in their inscriptions, and when students’ situation-specific meanings for inscriptions change while engaged in modelling. In this chapter, we present a theoretically coherent methodological approach for attending to the aforementioned features. Our approach foregrounds the quantities projected by students when engaged in modelling, as well as attends to the situation-specific quantitative referents for their mathematical inscriptions. We illustrate the utility of this approach by analysing the modelling activities of a purposefully selected undergraduate student and consider implications for future research.
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This material is based upon work supported by the National Science Foundation under Grant No. 1750813.
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Czocher, J.A., Hardison, H.L. (2021). Attending to Quantities Through the Modelling Space. In: Leung, F.K.S., Stillman, G.A., Kaiser, G., Wong, K.L. (eds) Mathematical Modelling Education in East and West. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-66996-6_22
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DOI: https://doi.org/10.1007/978-3-030-66996-6_22
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