Abstract
The context of sense-making is used to frame the activities of a study group of secondary school teachers, post-secondary faculty, mathematicians, and mathematics educators working to characterise engagement with mathematical modelling within the classroom. The perspectives of the participants and points of discussion illuminate aspects of the mathematical modelling process that are difficult to reconcile, such as dealing with ambiguity and uncertainty and distinctions between interpretation and computation. The group organised their experiences and knowledge into a framework for faculty practice that describes characteristics of mathematical modelling tasks and student work at three different levels within four stages of a mathematical modelling process.
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Abel, T., Searcy, M.E., Salinas, T.M.L. (2020). Sense-making with the Mathematical Modelling Process: Developing a Framework for Faculty Practice. 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_11
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