Modelling in Mathematics Classroom Instruction: An Innovative Approach for Transforming Mathematics Education

Vorhölter, Katrin; Kaiser, Gabriele; Ferri, Rita Borromeo

doi:10.1007/978-3-319-04993-9_3

Cited by 33 publications

(21 citation statements)

References 28 publications

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“…This framework contains the same steps Wolfram (2010) uses to describe the process of modeling realworld problems and which can be found in most models of solving problems in reality (Verschaffel, Greer & De Corte, 2000;Vorhölter, Kaiser & Ferri, 2014). Next to mathematical knowledge, concepts, and skills, the framework references a variety of mathematical capabilities, which are especially relevant for modeling.…”

Section: Mathematical Competencies That Complement the Work Of Computersmentioning

confidence: 99%

What Mathematics Education May Prepare Students for the Society of the Future?

Gravemeijer

Stephan

Julie

et al. 2017

Int J of Sci and Math Educ

257

131

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This paper attempts to engage the field in a discussion about what mathematics is needed for students to engage in society, especially with an increase in technology and digitalization. In this respect, mathematics holds a special place in STEM as machines do most of the calculations that students are taught in K-12. We raise questions about what mathematical proficiency means in today's world and what shifts need to be made in both content and pedagogy to prepare students for 21st Century Skills and mathematical reasoning.Keywords 21st century skills . Digitalization . Mathematics education . Workplace mathematics With this paper, we want to stimulate a discussion about what mathematics education should aim for in preparing students for the digital age. To illuminate the need for such a discussion, we will explore potential answers to the question, "What are the implications of the computerization and globalization of our society for mathematics education?" In doing so, we will build on the preparation for, and the deliberations of, the Discussion Group on this topic at the International Congress on Mathematics Education (ICME-13) Int J of Sci and Math Educ (2017) National Taiwan Normal University, Taipei, Taiwan 5 Kanazawa University, Kanazawa, Japan in Hamburg, Germany. Although we recognize, as do others, that mathematics education for the future should be considered within the context of STEM education (English, 2015), in our view, mathematics deserves focused attention. This is especially true because of the way computerization affects mathematics and vice versa. Moreover, applications of mathematics also concern a variety of non-STEM fields, such as social sciences, finance, logistics, and risk analysis. In addition, we argue that mathematics education asks for careful vertical planning which might be compromised in a heavy push for STEM integration. In relation to this, we may observe that proponents of research focusing on what STEM integration might look like, such as English (2016), caution that current literature underemphasizes mathematics in the STEM world. The motivation for our exploration is in the observation that the role of mathematics in our society is not only growing, but that mathematics is also increasingly done by machines. This will have an impact on both future job requirements and on the mathematics one will need to understand one's world. So the question arises, "How can mathematics education prepare students for being able to participate in the digital society of the future?"Our world is changing rapidly under the influence of informatization, automatization, digitalization, and globalization. Computers are becoming cheaper and more powerful, steadily following Moore's Law: Every two years the number of transistors in a computer chip doubles (Moore, 1965). Brynjolfsson and McAfee (2014) add that not only microchip density but also processing speed, memory capacity, energy efficiency, and download speed develop with exponential speed. Moreover, almost everything is bein...

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Section: Mathematical Competencies That Complement the Work Of Computersmentioning

confidence: 99%

What Mathematics Education May Prepare Students for the Society of the Future?

Gravemeijer

Stephan

Julie

et al. 2017

Int J of Sci and Math Educ

257

131

View full text Add to dashboard Cite

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“…The evaluation of modelling weeks and days has regularly shown great approval and learning outcome in various types of competencies (for more details see Kaiser and Schwarz 2010;Vorhölter et al 2014). …”

Section: Implementing Modelling In Schoolmentioning

confidence: 99%

Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries

Greefrath

Vorhölter

2016

ICME-13 Topical Surveys

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“…Desde el trabajo seminal de Pollak (1979), en losúltimos años se ha incrementado el interés por introducir actividades que promuevan la modelización matemática en diferentes niveles educativos (Vorhölter et al, 2014).…”

Section: Introductionunclassified

Complejidad en el proceso de modelización de una tarea estadística

Restoy

Albarracín

2016

Model. sci. educ. learn.

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En este artículo presentamos un analisis cualitativo del proceso de modelizacion de un grupo de trabajo formado por alumnos de 15-16 años trabajando en una actividad estadística con datos reales.En concreto, identicamos las fases del proceso de modelizacion siguiendo el ciclo de modelizacion de Blum and LeiB (2007) y discutimos los resultados desde la perspectiva de las dicultades encontradas durante el analisis y la complejidad del proceso de modelizacion analizado.

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Modelling in Mathematics Classroom Instruction: An Innovative Approach for Transforming Mathematics Education

Cited by 33 publications

References 28 publications

What Mathematics Education May Prepare Students for the Society of the Future?

What Mathematics Education May Prepare Students for the Society of the Future?

Teaching and Learning Mathematical Modelling: Approaches and Developments from German Speaking Countries

Complejidad en el proceso de modelización de una tarea estadística

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