Exploring the relationship between mathematical modelling and classroom discourse
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This paper explores the notion that the discourse of the mathematics classroom impacts on the practices that students engage when modelling mathematics. Using excerpts of a Year 12 student's report on modelling Newton's law of cooling, this paper argues that when students engage with the discourse of their mathematics classroom in a manner that promotes the communication of ideas, they employ mathematical modelling practices that reflect the cyclical approaches to modelling employed by mathematicians.
MERGA33 – 2010 Shaping the Future of Mathematics Education Proceedings of the 33rd annual conference of the Mathematics Education Research Group of Australasia
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