Abstract
Mathematical modelling allows teachers to teach in engaging ways and students to become increasingly confident in working with challenging mathematical tasks, yet it remains less common in the primary years of schooling. To achieve success in solving real-world tasks, students must notice what is relevant, and decide how to act on this to progress their solution. Teachers must also discern what is relevant and nurture student capacity to notice. This chapter investigates teacher noticing and novice modellers’ developing conceptions of noticing during a primary school modelling task. In the study, 62-Year 3/4 students attempted The Packing Task, observed by 13 teachers.
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Notes
- 1.
Given roll dimensions, reasonable dimensions for a box were 36 by 48 by 40 cm high, for tight packing. Truck held 5 layers each layer 9 by 8 or 12 by 6 depending on box orientation.
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The data collected, and analysis undertaken, for the research reported here were undertaken by the author when she was based at The Australian Catholic University (Melbourne).
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Brown, J.P. (2021). An Opportunity for Noticing by Students and Teachers. 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_27
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