Mathematical modeling in the early school years
In this article we explore young children’s development of mathematical knowledge and reasoning processes as they worked two modelling problems (the Butter Beans Problem and the Airplane Problem). The problems involve authentic situations that need to be interpreted and described in mathematical ways. Both problems include tables of data, together with background information containing specific criteria to be considered in the solution process. Four classes of 3rd-graders (8 years of age) and their teachers participated in the 6-month program, which included preparatory modelling activities along with professional development for the teachers. In discussing our findings we address: (a) Ways in which the children applied their informal, personal knowledge to the problems; (b) How the children interpreted the tables of data, including difficulties they experienced; (c) How the children operated on the data, including aggregating and comparing data, and looking for trends and patterns; (d) How the children developed important mathematical ideas; (e) Ways in which the children represented their mathematical understandings.
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|Item Type:||Journal Article|
|Additional Information:||The contents of this journal can be freely accessed online via the journal’s web page (see hypertext link).|
|Keywords:||Mathematical modeling, problem solving, young children|
|Subjects:||Australian and New Zealand Standard Research Classification > EDUCATION (130000) > CURRICULUM AND PEDAGOGY (130200) > Mathematics and Numeracy Curriculum and Pedagogy (130208)|
|Divisions:||Current > Schools > School of Teacher Education & Leadership
Current > QUT Faculties and Divisions > Faculty of Education
|Copyright Owner:||Copyright 2005 MERGA|
|Copyright Statement:||Reproduced in accordance with the copyright policy of the publisher.|
|Deposited On:||17 Jun 2005 00:00|
|Last Modified:||25 Mar 2013 08:07|
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