Abstract
The aim of this study was to investigate how 23 students from one Year 6 class in an Australian primary school engaged with two modelling tasks using the dual modelling cycle framework. This framework is designed to assist students who do not find a solution to a modelling task by introducing a second similar yet simpler modelling task in a second cycle. Students participated in 2 × 60 min lessons over 2 days. Results indicate they benefitted from the modelling approach theorised by the Dual Modelling Cycle Framework. While students demonstrated an inability to find a solution for the first task, they were fully engaged in Task 2. They enjoyed this cognitively demanding yet stimulating approach that provided all students with opportunities to participate in an orchestrated discussion where they were able to find solutions for Task 1 and justify their findings using evidence from their concrete models.
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Lamb, J., Matsuzaki, A., Saeki, A., Kawakami, T. (2017). The Dual Modelling Cycle Framework: Report on an Australian Study. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_34
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