Abstract
This chapter describes an authentic mathematical modelling task designed by a learning support teacher for a Year 7 pre-algebra class co-taught with a regular Year 7 grade mathematics teacher. The task integrated two parts of the Year 7 mathematics curriculum: area and percent. Students were asked to calculate the cost of decorating (flooring and painting) the inside of their dream house. Using prices from a local building supply store, students had to decide what type of flooring and wall covering they could afford. Using a constructivist framework, this chapter provides an overview of authentic task development and the role such tasks play for students who struggle with mathematics, particularly students with special needs.
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Reilly, E. (2017). Developing a Mathematical Modelling Task for All Students. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_37
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DOI: https://doi.org/10.1007/978-3-319-62968-1_37
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