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Trends in Teaching and Learning of Mathematical Modelling pp 137–146Cite as

Students Overcoming Blockages While Building a Mathematical Model: Exploring a Framework

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Abstract

In the Netherlands, modelling is a compulsory topic for all pre-university science-stream students. Nevertheless, these students have difficulties in building a mathematical model. Our research aims at identifying the occurrence and removal of blockages when students create mathematical models. By means of a pilot study, we looked for an appropriate framework to identify students’ obstacles and opportunities during this process. The results show that the initially chosen framework, which describes modelling as a cyclic process, needs addition from frameworks referring to problem solving, metacognition and beliefs.

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Author information

Authors and Affiliations

  1. University of Groningen, Groningen, The Netherlands

    Sanne Schaap & Martin Goedhart

  2. University of Amsterdam, Amsterdam, The Netherlands

    Sanne Schaap & Pauline Vos

Authors
  1. Sanne Schaap
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  2. Pauline Vos
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  3. Martin Goedhart
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Corresponding author

Correspondence to Sanne Schaap .

Editor information

Editors and Affiliations

  1. FB Erziehungswissenschaft, Inst. Didaktik der Mathematik, Universität Hamburg, Von Melle Park 8, Hamburg, 20146, Germany

    Gabriele Kaiser

  2. Abt. Mathematik/Informatik, Universität Kassel, Kassel, 34109, Germany

    Werner Blum

  3. University of Hamburg, Germany, Doscherstrasse 1, Hamburg, 22083, Germany

    Rita Borromeo Ferri

  4. University of Melbourne, Australia, 23 Grampian Street, Victoria, 3072, Australia

    Gloria Stillman

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Schaap, S., Vos, P., Goedhart, M. (2011). Students Overcoming Blockages While Building a Mathematical Model: Exploring a Framework. In: Kaiser, G., Blum, W., Borromeo Ferri, R., Stillman, G. (eds) Trends in Teaching and Learning of Mathematical Modelling. International Perspectives on the Teaching and Learning of Mathematical Modelling, vol 1. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-0910-2_15

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