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Alternatives to Trajectories and Pathways to Describe Development in Modeling and Problem Solving

In: Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität

Author

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  • Richard Lesh

    (Indiana University)

  • Helen M. Doerr

    (Syracuse University)

Abstract

Zusammenfassung Much past research based on model eliciting activities (MEAs) has shown that it is possible to directly observe processes that enable students to develop progressively more productive ways of thinking about problem situations. In this paper, we introduce a class of MEAs that are designed to explicitly focus on the parallel and interacting development of systems of interpretation that occurs in realistic solutions to complex modeling tasks. When engaging with this class of activities, the model development that occurs is more like the interactions among evolving partial interpretations and primitive ways of thinking than the progression along a trajectory or pathway that refines a single model of the situation.

Suggested Citation

  • Richard Lesh & Helen M. Doerr, 2012. "Alternatives to Trajectories and Pathways to Describe Development in Modeling and Problem Solving," Springer Books, in: Werner Blum & Rita Borromeo Ferri & Katja Maaß (ed.), Mathematikunterricht im Kontext von Realität, Kultur und Lehrerprofessionalität, edition 127, pages 138-147, Springer.
    • Handle: RePEc:spr:sprchp:978-3-8348-2389-2_15
    DOI: 10.1007/978-3-8348-2389-2_15
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