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Mathematical Modelling and Applications pp 479–489Cite as

Long-Term Development of How Students Interpret a Model: Complementarity of Contexts and Mathematics

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Abstract

When students engage in rich mathematical modelling tasks, they have to handle real-world contexts and mathematics in chorus. This is not easy. In this chapter, contexts and mathematics are perceived as complementary, which means they can be integrated. Based on four types of approaches to modelling tasks (ambivalent, reality bound, mathematics bound or integrating), we used task-based interviews to study the development of students’ approaches while the students moved from grade 11 to 12. Our participants were ten Dutch students. We found that their approaches initially were either ambivalent, reality bound or mathematics bound. In subsequent interviews, the preference was maintained, and in the end, the approaches of four students were integrating. Both a reality bound and a mathematics bound preference could lead to a more advanced integrating approach .

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Author information

Authors and Affiliations

  1. Department of Mathematics, University of Agder, Gimlemoen 25, 4604, Kristiansand, Norway

    Pauline Vos

  2. Faculty of Behavioural and Social Sciences, Department of Teacher Education, University of Groningen, Grote Kruisstraat 2/1, 9712 TS, Groningen, The Netherlands

    Gerrit Roorda

Authors
  1. Pauline Vos
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  2. Gerrit Roorda
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Corresponding author

Correspondence to Pauline Vos .

Editor information

Editors and Affiliations

  1. Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. University of Kassel, Kassel, Germany

    Werner Blum

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

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Vos, P., Roorda, G. (2017). Long-Term Development of How Students Interpret a Model: Complementarity of Contexts and Mathematics. 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_40

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  • DOI: https://doi.org/10.1007/978-3-319-62968-1_40

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62967-4

  • Online ISBN: 978-3-319-62968-1

  • eBook Packages: EducationEducation (R0)

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