Modelling in GCSE Mathematics

Armstrong, Peter; Bajpai, A. C.

doi:10.1093/teamat/7.3.121

Cited by 3 publications

(2 citation statements)

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“…The National Curriculum in mathematics for England and Wales requires all students between the ages of 5 and 16 to use and apply their mathematics in a variety of situations including practical tasks and real life problems (DES/WO, 1991). Since the 1970s, mathematical modelling has been seen as a unifying theme for all applications of mathematics (Burghes, 1980) and calls are growing for modelling to form an explicit part of the mathematics curriculum (Armstrong and Bajpai, 1988;Pimm, 1988;Blum and Niss, 1991).…”

Section: Mathematical Modellingmentioning

confidence: 99%

“…(DES, 1985, p. 41) The simplest representation of mathematical modelling is a two-stage diagram illustrating the translation of a real world problem into mathematics and the interpretation of the mathematical solution back into the terms of the original problem (see, for example, Burkhardt, 1981;Armstrong and Bajpai, 1988). These stages, and the processes involved in moving between them, have been amplified into flowcharts or algorithms by several researchers (eg : Moscardini et al, 1984;Swetz and Hartzler, 1991).…”

Section: Mathematical Modellingmentioning

confidence: 99%

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Using peer and self-assessment to develop modelling skills with students aged 11 to 16: A socio-constructive view

Tanner

Jones

1994

Educ Stud Math

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ABSTRACT. Eight Welsh secondary schools participated in an action research project which developed approaches to teaching and assessing mathematical thinking skills involved in practical modelling situations. The development of the metacognitive and strategic skills necessary for successful modelling is discussed from a socio-constmctivist perspective as a process of acculturation as well as cognitive construction. Learning to model involves socialization into the consensual realities of a wider mathematical culture and the teacher plays a pivotal role in the generation of this consensus through the legitimization of linguistically expressed subjectivities. Assessment is an integral part of this process. Participation in peer and self-assessment was found to involve the student in a recursive, self-referential learning process which supports the explicit development of metacognitive skills.

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Section: Mathematical Modellingmentioning

confidence: 99%

Section: Mathematical Modellingmentioning

confidence: 99%