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Mathematical modelling – a key to citizenship education

In: Initiationen mathematikdidaktischer Forschung

Author

Listed:
  • Katja Maass

    (Pädagogische Hochschule Freiburg, International Centre for STEM Education)

  • Michèle Artigue

    (Université de Paris/LDAR, Laboratoire de Didactique André Revuz)

  • Hugh Burkhardt

    (University of Nottingham)

  • Michiel Doorman

    (Utrecht University/Freudenthal Institute)

  • Lyn D. English

    (Queensland University of Technology)

  • Vincent Geiger

    (Australian Catholic University, Institute of Learning Science and Teacher Education)

  • Konrad Krainer

    (Universität Klagenfurt)

  • Despina Potari

    (National and Kapodistrian University of Athens, Department of Mathematics)

  • Alan Schoenfeld

    (University of California, Graduate School of Education)

Abstract

The pandemic has demonstrated more than ever that citizens around the world need to understand how mathematics contributes to understanding global challenges and ways of overcoming them. People need to understand that predictions are based on models that make use of assumptions and the best inputs available. They also need to learn to critically evaluate reports based on the outcomes of models to make effective decisions and deal with the inherent uncertainty in an appropriate way. These capabilities make it clear that mathematical modelling is a key element of citizenship education. Given this fundamental role of modelling, we take a closer look at its definition, its history, its connection to other teaching approaches, as well as the competences students need to carry through modelling processes and the competences teachers need for teaching modelling.

Suggested Citation

  • Katja Maass & Michèle Artigue & Hugh Burkhardt & Michiel Doorman & Lyn D. English & Vincent Geiger & Konrad Krainer & Despina Potari & Alan Schoenfeld, 2022. "Mathematical modelling – a key to citizenship education," Springer Books, in: Nils Buchholtz & Björn Schwarz & Katrin Vorhölter (ed.), Initiationen mathematikdidaktischer Forschung, chapter 0, pages 31-50, Springer.
    • Handle: RePEc:spr:sprchp:978-3-658-36766-4_2
    DOI: 10.1007/978-3-658-36766-4_2
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