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How Teachers Can Promote Mathematising by Means of Mathematical City Walks

Part of the International Perspectives on the Teaching and Learning of Mathematical Modelling book series (IPTL)

Abstract

By using mathematical city walks, teachers can promote competences in mathematising. In this out-of-school activity, the independent setting up of mathematical models is practised based on meaningful reality-based tasks. It is crucial that the tasks are appropriately selected for the cognitive skills of the students and include basic ideas specific to mathematical topics. The chapter analyses an example of a task according to basic ideas contained, potential difficulties and possible solutions. Based on the reconstructed basic ideas, teachers can also use the tasks of a mathematical city walk diagnostically. For this purpose, students can be interviewed in a diagnostic interview about their solution approaches.

Keywords

  • Mathematising
  • Tasks
  • Basic ideas
  • Math trails
  • Percentage
  • Diagnostic dimension

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Correspondence to Nils Buchholtz .

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Buchholtz, N. (2017). How Teachers Can Promote Mathematising by Means of Mathematical City Walks. 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_4

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  • DOI: https://doi.org/10.1007/978-3-319-62968-1_4

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