Evidence of implemented anticipation in mathematising by beginning modellers

Journal article

Stillman, Gloria and Brown, Jill. (2014). Evidence of implemented anticipation in mathematising by beginning modellers. Mathematics Education Research Journal. 26(4), pp. 763 - 789. https://doi.org/10.1007/s13394-014-0119-6
AuthorsStillman, Gloria and Brown, Jill
Abstract

Data from open modelling sessions for Year 10 and 11 students at an extra-curricular modelling event and from a Year 9 class participating in a program of structured modelling of real situations were analysed for evidence of Niss’s[1] theoretical construct, implemented anticipation, during mathematisation. Evidence was found for all three proposed aspects. With respect to Niss’ s enablers of ideal mathematisation explaining unsuccessful mathematisations, flaws in the modelling of the Year 10-11 students were related to the required mathematics being beyond the knowledge of the group members or poor choice of the particular mathematics to use in the modelling context; whilst unsuccessful attempts at mathematisations in the Year 9 class were related to inability to use relevant mathematical knowledge in the modelling context. The necessity of these enablers as requisites for modelling, particularly in a classroom context, needs further investigation.

KeywordsMathematisation; modelling; implemented anticipation; second
Year2014
JournalMathematics Education Research Journal
Journal citation26 (4), pp. 763 - 789
ISSN1033-2170
Digital Object Identifier (DOI)https://doi.org/10.1007/s13394-014-0119-6
Open accessOpen access
Page range763 - 789
Research GroupSchool of Education
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Brown, Jill Patricia. (2005). Identification of affordances of a technology-rich teaching and learning environment (TRTLE). In H. Chick and J. Vincent (Ed.). Proceedings of the 29th annual conference of the International Group for the Psychology of Mathematics Education (PME). Melbourne, Australia: International Group for the Psychology of Mathemati.... pp. 185 - 192
Enabling teachers to perceive the affordances of a technologically rich learning environment for linear functions in order to design units of work incorporating best practice
Brown, Jill Patricia. (2004). Enabling teachers to perceive the affordances of a technologically rich learning environment for linear functions in order to design units of work incorporating best practice. In W. C. Yang, S. C. Chu and T. de Alwis (Ed.). Proceedings of the 9th Asian Technology Conference in Mathematics. Singapore, Singapore: Advanced Technology Council in Mathematics Inc. pp. 242 - 251
A difficult function
Brown, Jill. (2004). A difficult function. Australian Mathematics Teacher. 60(2), pp. 6 - 11.
Teacher approaches to graphing a difficult cubic function
Brown, Jill Patricia. (2004). Teacher approaches to graphing a difficult cubic function. In I. Putt, R. Faragher and M. McLean (Ed.). Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia. Townsville, Australia: Mathematics Education Research Group of Australasia. pp. 111 - 118
Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum?
Stillman, Gloria, Brown, Jill Patricia and Herberts, Sandra. (2004). Can the notion of affordances be of use in the design of a technology enriched mathematics curriculum? In I. Putt, R. Faragher and M. McLean (Ed.). Mathematics Education for the third millennium: Towards 2010, Proceedings of the 27th annual conference of the Mathematics Education Research Group of Australasia. Townsville, Australia: Mathematics Education Research Group of Australasia. pp. 119 - 126
Defining moments in determining a complete graph in a graphing calculator teaching and learning environment
Brown, Jill Patricia. (2003). Defining moments in determining a complete graph in a graphing calculator teaching and learning environment. In L. Bragg, C. Campbell and G. Herbert (Ed.). Mathematics Education Research: Innovation, networking, opportunity. Proceedings of the 26th annual conference of the Mathematics Education Research Group of Australasia (MERGA). Geelong, Australia: Mathematics Education Research Group of Australasia. pp. 168 - 175