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The aim of this study is to compare how Japanese and Australian teachers utilise opportunities to promote students' switching between mathematical modelling cycles based on the dual modelling cycle framework (DMCF). This study found that teachers need to change how they assist students when transitioning from one modelling cycle to another not only based on differing levels of student ability, but to account for differences between countries as well. The Japanese students had more sophisticated visualisation skills than the Australian students when working with the geometric structure of an ordinary helix on the side face of a cylinder. However, both groups of students benefited from use of the DMCF to develop their understanding of the mathematical problem as they moved between modelling cycles.

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Conference Paper

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