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Problem Solving Versus Modeling

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Book cover Modeling Students' Mathematical Modeling Competencies

Abstract

This chapter is the third in a series intended to prompt discussion and debate in the Problem Solving vs. Modeling Theme Group. The chapter addresses distinctions between problem solving and modeling as a means to understand and conduct research by considering three main issues: What constitutes a problem-solving vs. modeling task?; What constitutes problem-solving vs. modeling processes?; and What are some implications for research?

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References

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Acknowledgment

Thank you to Frank K. Lester for his valuable feedback and suggestions, which led to revisions in this manuscript.

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Authors and Affiliations

  1. Illinois Institute of Technology, Chicago, IL, 60616, USA

    Judith Zawojewski

Authors
  1. Judith Zawojewski
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Corresponding author

Correspondence to Judith Zawojewski .

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Editors and Affiliations

  1. School of Education, Indiana University, N. Rose Ave. 201, Bloomington, 47405-1006, Indiana, USA

    Richard Lesh

  2. Graduate School of Education, University of Queensland, Brisbane, 4074, Queensland, Australia

    Peter L. Galbraith

  3. Dept. Continuing Education, City University, Northampton Square, London, EC1V 0HB, United Kingdom

    Christopher R. Haines

  4. School of Education, University of Utah, Campus Center Drive 1705, Salt Lake City, 84112, Utah, USA

    Andrew Hurford

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Zawojewski, J. (2013). Problem Solving Versus Modeling. In: Lesh, R., Galbraith, P., Haines, C., Hurford, A. (eds) Modeling Students' Mathematical Modeling Competencies. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Dordrecht. https://doi.org/10.1007/978-94-007-6271-8_20

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