Abstract

The inclusion of models and modelling in mathematics curricula has been a major trend internationally in recent decades. This has taken place in interplay with research on the teaching and learning of modelling and applications. However, it is still a pending challenge for research how to support real integration of modelling and applications into mathematics teaching. At the secondary school level in particular, the duality between the aim of developing students’ modelling competence and that of supporting their learning of mathematics through modelling activities is essential for understanding and furthering the integration. The interplay between research and the development of teaching practices with regard to these two aims is discussed. In particular, the potential and challenges of using theories on the learning of mathematics to support the integration of modelling as a didactical approach will be illustrated and discussed in relation to two examples of mathematical modelling of dynamical phenomena at secondary level.

Highlights

  • Research on the teaching and learning of mathematical modelling has developed to a level where it constitutes its own field of research within the mathematics education community

  • Mathematics education research has a lot to offer for helping the integration of mathematical modelling in secondary mathematics teaching

  • In order for modelling and applications to be fully integrated in secondary mathematics teaching, modelling should be seen and understood as a didactical means for supporting the students’ learning of mathematics

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Summary

Introduction

Research on the teaching and learning of mathematical modelling has developed to a level where it constitutes its own field of research within the mathematics education community (see Niss et al 2007, pp. 28–32). A coherent theory consisting of four main elements has been established: (1) A set of potential and used justifications for including modelling and application at different levels; (2) Conceptions of a mathematical model, a modelling process and of modelling competence, and related well-argued for and empirically tested ways of supporting the students’ development of modelling competency and their learning

Blomhøj (B)
Learning Mathematics Through Modelling in Practice
Modelling Dynamical Phenomena
The Morning Shower
The 100 m Sprint
Conclusion
Full Text
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