Organisational Structure for Mathematical Modelling
Doyle, Katherine M. (2006) Organisational Structure for Mathematical Modelling. In Grootenboer, P., Zevenbergen, R., & Chinnappan, M. (Eds.) MERGA 29: Identities, Cultures and Learning Spaces, 1-5th July, 2006, Canberra, Australia.
The effects of reading comprehension on the mathematical-modelling problem-solving process is yet unresolved. This paper reports on a study conducted with two classes of year four students. It investigated the extent to which a literary organisational structuring strategy: top-level structure, may change students' engagement in mathematical modelling. Mathematical-modelling problems require students to negotiate various texts as they negotiate the problem-solving process to learn mathematical skills. The strategy of top-level structuring aids students to structurally organise textual information, and to elicit and recall the main idea of texts. This research illustrated that top-level structuring can make a difference to young students’ mathematical-modelling outcomes to some degree. Further in-depth research on the issues raised here is warranted.
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|Item Type:||Conference Paper|
|Additional Information:||The contents of this conference can be freely accessed online via the publisher's web page (see hypertext link).|
|Keywords:||mathematical modelling, mathematical literacy, comprehension, top, level structure, problem, solving|
|Subjects:||Australian and New Zealand Standard Research Classification > MATHEMATICAL SCIENCES (010000) > PURE MATHEMATICS (010100)|
|Divisions:||Current > Research Centres > Office of Education Research
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2006 MERGA|
|Deposited On:||22 Sep 2008 00:00|
|Last Modified:||09 Jun 2010 13:04|
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