Publication Date
2014
Publication Details
Stillman, G. & Brown, J. (2014). Evidence of implemented anticipation in mathematising by beginning modellers. Mathematics Education Research Journal,26(4), 763-789. Retrieved from https://doi.org/10.1007/s13394-014-0119-6
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.
School/Institute
School of Education
Document Type
Open Access Journal Article
Access Rights
Open Access