Title: How students connect descriptions of real-world situations to mathematical models in different representational modes
Authors: Van Dooren, Wim
De Bock, Dirk
Verschaffel, Lieven
Issue Date: 2013
Publisher: Springer
Series Title: International Perspectives on the Teaching and Learning of Mathematical Modelling
Host Document: Teaching mathematical modelling: Connecting to research and practice pages:385-393
Article number: 32
Abstract: The translation of a problem situation into a mathematical model constitutes a key – but not at all obvious – step in the modelling process. We focus on two elements that can hinder that translation process by relating it to the phenomenon of students’ overreliance on the linear model and their (lack of) representational fluency.
We investigated: (1) How accurate are students in connecting
descriptions of realistic situations to “almost” linear models, and (2) Does accuracy and model confusion depend on the representational mode in which a model is given? Results highlight that students confuse linear and non-linear models, and that the representational
mode has a strong impact on this confusion: Correct reasoning about a situation with one mathematical model can be facilitated in a particular representation, while
the same representation is misleading for situations with another model.
ISBN: 978-94-007-6539-9
VABB publication type: VABB-4
Publication status: published
KU Leuven publication type: IHb
Appears in Collections:Instructional Psychology and Technology
Research Centre for Educational Research & Development, Campus Brussels (-)
Faculty of Economics and Business (FEB) - miscellaneous

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