Exploring Student Reflective Practice during a Mathematical Modelling Challenge
Abstract
This paper seeks to compare the reflective writings of two cohorts of students (Year 4/5 and Year 8/9) participating in mathematical modelling challenges. Whilst the reflections of the younger cohort were results oriented, the older cohort's reflections spoke more to the affective domain, group processes, the use of technology and the acquisition of mathematical knowledge. This study supports the idea that with scaffolding middle years students can engage in reflective practice to develop mathematical modelling skills.
Conference Title
Mathematics Education: Expanding Horizons Proceedings of the 35th Annual Coference of the Mathematics Education Research Group of Australasia
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Copyright Statement
Copyright 2012 MERGA. The attached file is posted here with permission of the copyright owner for your personal use only. No further distribution permitted. For information about this conference please refer to the publisher’s website or contact the authors.
Subject
Education not elsewhere classified