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It is claimed, students’ communication of their solutions to modelling tasks gives insight into the depth of their mathematical understandings and how they use prior knowledge of the context of a task in their solution. In the example given, both students, Tabitha and Tanya, take an integrating approach to dealing with mathematics and reality in such tasks and their manner of dealing with the context of real world tasks remained stable from Year 9 to Year 11. In addition, communicative artefacts required by the tasks help reveal the students’ deepening understanding of mathematics.


School of Education

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Book Chapter

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