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Student Presentations of Mathematical Modelling Solutions as a Setting for Fostering Reflective Discourse

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Advancing and Consolidating Mathematical Modelling

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Abstract

A key distinction among traditions in modelling research is whether modelling is primarily viewed as a curricular topic to be learned or as a propitious context for supporting and studying mathematical thinking. For modelling-as-context traditions, modelling tasks can be designed to illuminate student thinking; to position groups of students as inventive creators of mathematics; or to spur them to engage in forms of mathematising that are valued in the discipline of mathematics. In this chapter, we argue that whole-class presentations of solutions to modelling tasks can be particularly rich settings for such research. We focus on how presentation sessions offer opportunities to engage in reflective discourse, in which the class can convert modelling actions that various student teams have engaged in into objects of collective discussion. We analyse three episodes of reflective discourse from a mathematical modelling Summer Camp for students aged 10–13 (n = 21). For each, we describe the specific mathematical value of reflective discourse as it emerged in context.

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Author information

Authors and Affiliations

  1. Department of Teaching and Learning, Vanderbilt University, PMB 230, 230 Appleton Place, Nashville, TN, 37203-5712, USA

    Corey Brady

  2. School of Teaching and Learning, College of Education, University of Florida, IALT PO Box 117048, Gainesville, FL, 32611, USA

    Hyunyi Jung

  3. Statistics and Operations Research, University of North Carolina at Chapel Hill, 135 Hanes Hall, CB #3260, Chapel Hill, NC, 27599, USA

    Jeffrey A. McLean

  4. School of Medicine and Health Sciences, Institute for the Future of Education, Tecnologico de Monterrey, Eugenio Garza Sada 2501, Monterrey, NL, 64700, Mexico

    Angeles Dominguez

  5. Science, Technology, Engineering, and Mathematics, Hill-Murray School, 2625 Larpenteur Avenue East, Maplewood, MN, 55109, USA

    Aran W. Glancy

Authors
  1. Corey Brady
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  2. Hyunyi Jung
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  3. Jeffrey A. McLean
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  4. Angeles Dominguez
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  5. Aran W. Glancy
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Corresponding author

Correspondence to Corey Brady .

Editor information

Editors and Affiliations

  1. Institute for Mathematics Education and Computer Science Education, University of Münster, Münster, Germany

    Gilbert Greefrath

  2. University of Algarve and UIDEF, Institute of Education, University of Lisbon, Faro, Portugal

    Susana Carreira

  3. Australian Catholic University, Ballarat, VIC, Australia

    Gloria Ann Stillman

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Brady, C., Jung, H., McLean, J.A., Dominguez, A., Glancy, A.W. (2023). Student Presentations of Mathematical Modelling Solutions as a Setting for Fostering Reflective Discourse. In: Greefrath, G., Carreira, S., Stillman, G.A. (eds) Advancing and Consolidating Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-031-27115-1_4

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  • DOI: https://doi.org/10.1007/978-3-031-27115-1_4

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  • Online ISBN: 978-3-031-27115-1

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