What is Distinctive in (Our Views about) Models &amp; Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?

Lesh, Richard; Yoon, Caroline

doi:10.1007/978-0-387-29822-1_15

Cited by 175 publications

(241 citation statements)

References 2 publications

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“…sorusuna verilen yanıtlardır. Son yıllardaki çalışmalara bakıldığında matematiksel modellemenin öneminin arttığı görülmektedir (Ang, 2010;Blum, 2002;Hıdıroğlu, 2012;Lesh & Doerr, 2003;Lingefjard, 2000). Matematiksel modelleme farklı ve etkili yapılandırmacı öğrenme ortamlarının oluşturulmasında, kavramların günlük yaşamla ilişkilendirilmesi ve farklı kavramlar arasındaki ilişkilerin günlük yaşamdaki deneyimlerle ortaya koyulması vb.…”

Section: Nef-efmedunclassified

“…Hem teknolojinin (Baki, 2002;Hıdıroğlu, 2012;Hıdıroğlu & Bukova Güzel, 2014) hem de grup çalışmasının (Hıdıroğlu, 2012;Goos, Galbraith, & Renshaw, 2002;Shahbari, Daher & Raslaan, 2014;Zawojewski & Lesh, 2003;Lesh & Doerr, 2003) çözümde kullanılabilecek video, animasyon ve fotoğrafların dikkate alınması önerilmektedir (Akpınar, 1999;Baki, 2002;Hıdıroğlu, 2012;Stemler, 1997 bozabilirdi. Asıl atlayış sırasında balon, 1360 kilogram ağırlığındaki özel kapsülün içindeki Baumgartner'ı TSİ 18.30'da yaklaşık 2 saat 40 dakika süren bir yolculuktan sonra uzaya çıkararak, en yüksek kapasiteli jetlerin bile erişebileceğinden üç kat daha fazla yükseğe ulaştırdı.…”

Section: Genel Bulgularunclassified

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Teknoloji Destekli Ortamda Matematiksel Modelleme Sürecindeki Bilişsel ve Üst Bilişsel Eylemler Arasındaki Geçişler

Hıdıroğlu¹,

Güzel²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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-The purpose of the study is to explain the transitions between cognitive and metacognitive activities occurring in mathematical modelling process within a technology enhanced environment. The participants of this research which is a case study were nine 1st year students studying in Secondary Mathematics Teacher Education Program. Data were collected from the transcripts of video recordings which were taken while three collaborative groups consisted of nine students were solving the simulation, theoretical and experimental modelling problems, and written answers of groups on solution, GeoGebra solution files, and observation notes of researchers. The metacognitive activities occurred in modelling process were handled in the dimensions of planning, monitoring, evaluation and prediction. The participants' mental activities and transitions between them in modelling process were transferred to graphs. It was needed at least time in the simulation problem. While the most mental transition was occurred in theoretical modelling, the least transition was constituted in experimental modelling. In the process, the planning activities were the most common but prediction activities were the least common. The metacognitive activities played a key role in affecting irregular or unexpected transitions among stages and regulating modelling process. The cognitive and metacognitive activities did not occur sequentially in the process; they formed simultaneous and intertwined process in modelling process.

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Section: Genel Bulgularunclassified

Teknoloji Destekli Ortamda Matematiksel Modelleme Sürecindeki Bilişsel ve Üst Bilişsel Eylemler Arasındaki Geçişler

Hıdıroğlu¹,

Güzel²

2016

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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“…In other words, the more important artifact resulting from problem solving is the model rather than the results that the model produces. 13,14 This emphasis on the model rather than the model results better enables a learning environment that allows for more diverse thinking than traditional mathematics problems that often focus on a single answer. 13,14 MEAs were originally created and implemented in mathematics by Richard Lesh and colleagues.…”

Section: … Up To 30 Teams Per a Sectionmentioning

confidence: 99%

“…13,14 This emphasis on the model rather than the model results better enables a learning environment that allows for more diverse thinking than traditional mathematics problems that often focus on a single answer. 13,14 MEAs were originally created and implemented in mathematics by Richard Lesh and colleagues. 12,14 They were modified and implemented in engineering, 15 including this university's first-year engineering courses.…”

Section: … Up To 30 Teams Per a Sectionmentioning

confidence: 99%

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Integrating Exposure to Nanotechnology through Project Work in a Large First-Year Engineering Course

Rodgers

Boudouris

Diefes‐Dux

et al.

2016 ASEE Annual Conference &Amp; Exposition Proceedings

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Kelsey Rodgers is a graduate student at Purdue University in the School of Engineering Education. Her research focus is investigating how engineers' understand, develop, and use mathematical models and simulations. Her research also focuses on feedback. She is currently conducting research in first-year engineering on the Network for Nanotechnology (NCN We report the alignment between our National Science Foundation Nanotechnology Undergraduate Education grant goals and existing first-year engineering course goals, along with the process of developing, revising, and implementing two nanotechnology interventions to fulfill these goals. Specifically, we describe how nanotechnology was integrated into a first-year engineering course that does not have exposing students to nanotechnology as a course goal, but does afford opportunities for such through its existing goals and project assignment structures. We also report findings based on analysis of this large-scale implementation that suggest greater need for training and structure to support consistency in nanotechnology opportunities presented across various instructors' sections of a single course.

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Problem solving in the mathematics curriculum: From domain‐general strategies to domain‐specific tactics

Foster

2023

The Curriculum Journal

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Problem solving is widely regarded as a fundamental feature within the school mathematics curriculum. However, there is considerable disagreement over what exactly problem solving is, and if and how it can be taught. In this article, I define problems as non‐routine tasks and propose the explicit teaching of domain‐specific problem‐solving tactics that are applicable over narrow ranges of mathematical content. This is in contrast to the widespread practice of attempting to teach domain‐general strategies that are supposedly applicable across diverse content areas. The proposed approach here systematically introduces students to a well‐defined set of high‐leverage content‐specific tactics, presented in a purposeful order and taught explicitly through the use of carefully chosen problems which those tactics dramatically unlock. I argue that this sequenced approach to teaching problem‐solving addresses concerns widely reported about the apparent unteachability of domain‐general problem‐solving strategies and has the potential to enable all students to benefit from a powerful problem‐solving mathematics curriculum.

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What is Distinctive in (Our Views about) Models & Modelling Perspectives on Mathematics Problem Solving, Learning, and Teaching?

Cited by 175 publications

References 2 publications

Teknoloji Destekli Ortamda Matematiksel Modelleme Sürecindeki Bilişsel ve Üst Bilişsel Eylemler Arasındaki Geçişler

Teknoloji Destekli Ortamda Matematiksel Modelleme Sürecindeki Bilişsel ve Üst Bilişsel Eylemler Arasındaki Geçişler

Integrating Exposure to Nanotechnology through Project Work in a Large First-Year Engineering Course

Problem solving in the mathematics curriculum: From domain‐general strategies to domain‐specific tactics

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