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Embodied Phenomenology in Mathematical Modelling of Sailing for Integrated STEM Learning

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Mathematical Modelling Education and Sense-making

Abstract

Mathematical modelling is under-investigated in complex learning environments where embodied knowledge is a natural and essential part of learning, such as sailing. Mathematical modelling is used here as an ongoing process in building and testing models by the participants to make sense of their sailing practices. We demonstrate how a culturally responsive modelling practice can build on learners’ experiences, their funds of knowledge, and existing practices as young sailors. Participants’ embodied knowledge of sailing is used in modelling of tacking to travel towards the wind. Participants engage in experimental and active mathematical modelling of sailing in its own lifeworld in this integrated STEM learning context. We demonstrate and discuss how an embodied phenomenology approach works as learners go through modelling phases from understanding the tacking problem to validating their models.

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Acknowledgements

The authors thank the St. Croix Yacht Club and Hanley Family for facilitating modelling activities with sailboats. Partial support was given by the National Science Foundation Grant No. 1355437.

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Authors and Affiliations

  1. Department of Mathematics and Statistics, Texas A&M University-Corpus Christi, Corpus Christi, TX, USA

    Celil Ekici

  2. Division of Research and Analysis, Texas Education Agency, Austin, TX, USA

    Cigdem Alagoz

Authors
  1. Celil Ekici
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  2. Cigdem Alagoz
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Correspondence to Celil Ekici .

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Editors and Affiliations

  1. Australian Catholic University, Ballarat, VIC, Australia

    Gloria Ann Stillman

  2. Stellenbosch University, Stellenbosch, South Africa

    Christine Erna Lampen

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

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Ekici, C., Alagoz, C. (2020). Embodied Phenomenology in Mathematical Modelling of Sailing for Integrated STEM Learning. In: Stillman, G.A., Kaiser, G., Lampen, C.E. (eds) Mathematical Modelling Education and Sense-making. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-030-37673-4_42

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  • DOI: https://doi.org/10.1007/978-3-030-37673-4_42

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-030-37672-7

  • Online ISBN: 978-3-030-37673-4

  • eBook Packages: EducationEducation (R0)

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