Identifying Challenges within Transition Phases of Mathematical Modeling Activities at Year 9

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

Abstract

The Galbraith, Stillman, Brown, and Edwards Framework (2007) for identifying blockages hindering progress in transitions in the modeling process is applied to a modeling task undertaken by 21 Year 9 students. The Framework identified where challenges occurred; but, because some blockages proved to be more robust than others, another construct “level of intensity” was added. The blockages described here occurred during the formulation phase of the modeling cycle. We infer that blockages induced by lack of reflection, or by incorrect or incomplete knowledge, are different in nature and cognitive demand from those involving the revision of mental schemas (i.e., cognitive dissonance). The nature and intensity of the blockage have consequences for teacher intervention and task implementation.

Keywords

Cognitive Dissonance Goal Post Dynamic Geometry Goal Line Dynamic Geometry Software 
These keywords were added by machine and not by the authors. This process is experimental and the keywords may be updated as the learning algorithm improves.

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Copyright information

© Springer Science+Business Media Dordrecht 2013

Authors and Affiliations

  1. 1.The University of MelbourneMelbourneAustralia
  2. 2.Australian Catholic UniversityMelbourneAustralia
  3. 3.University of QueenslandBrisbaneAustralia

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