Abstract
Comparing and contrasting different mathematical models of realistic situations is one way in which the relative strengths and weaknesses of these models, and the mathematics that underpins them, can become the focus of discussion in a mathematics classroom. This chapter reports on one episode from a research and development project where teachers were learning to orchestrate such classroom discussions with a view to providing opportunities for their students to apply mathematical understanding and skills in context. While the teachers did discuss a range of models they also experienced difficulty in reconciling the conflicting ideas represented in these models.
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Notes
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The actual speed limit was intentionally not made known to teachers. Whether or not to introduce speed limit in classrooms and how doing so may enhance or limit students’ analyses later became a point of discussion (i.e., students might be tempted to introduce a cut off point at the speed limit value, thus limiting the diversity of models used).
- 2.
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The research reported here was supported by Queensland Association of Mathematics Teachers and by Education Queensland, Central Queensland.
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Lamb, J., Visnovska, J. (2013). On Comparing Mathematical Models and Pedagogical Learning. In: Stillman, G., Kaiser, G., Blum, W., Brown, J. (eds) Teaching Mathematical Modelling: Connecting to Research and Practice. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6540-5_39
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