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Evidence of implemented anticipation in mathematising by beginning modellers
Stillman, Gloria Brown, Jill
Stillman, Gloria
Brown, Jill
Author
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.
Keywords
Mathematisation, modelling, implemented anticipation, second
Date
2014
Type
Journal article
Journal
Mathematics Education Research Journal
Book
Volume
26
Issue
4
Page Range
763-789
Article Number
ACU Department
School of Education
Faculty of Education and Arts
Faculty of Education and Arts
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Source URL
Event URL
Open Access Status
License
File Access
Controlled