Abstract
This chapter explores mathematical modeling for the primary grades with a focus on real-world problems involving complex data. To illustrate the diverse range of models children can create independently in working such problems, I report on some findings from two studies involving 7 classes of fourth-grade children (8–9 year-olds). Two of the problems the children completed involved the selection of Australian swimming teams for the 2004 Olympics and for the 2006 Commonwealth Games. The children’s models exhibited diverse approaches to solutions and revealed how the children identified and dealt with key problem elements and their interactions, and how they operated on and transformed data. The latter included ranking and aggregating data, calculating and ranking means, and creating and working with weighted scores – all beyond what was expected in their regular curriculum.
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Acknowledgments
The research reported here was funded by grants from the Australian Research Council. Any claims in this article are mine and do not necessarily represent the position of the Council. The participation of the classroom teachers and students is gratefully acknowledged, as is the support given by research assistants Jo Macri, Larissa Fennell, Alecia Tinworth, and Fiona Maclachlan.
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Appendix: Mens 100 m Freestyle Results Recorded by Australian Competitors (Seconds)
Appendix: Mens 100 m Freestyle Results Recorded by Australian Competitors (Seconds)
Competition | Ashley Callus | Michael Klim | Eamon Sullivan | Ian Thorpe | Andrew Mewing | Antony Matkovich | Patrick Murphy | Casey Flouch | Cameron Prosser |
|---|---|---|---|---|---|---|---|---|---|
2005 FINA World Championships | DNC | 49.32 | DNC | DNC | 49.99 | DNC | DNC | DNC | DNC |
2005 Telstra Grand Prix | DNC | 50.04 | 51.64 | DNC | 50.95 | DNC | 50.96 | DNC | 51.28 |
2005 Telstra Trials | 50.24 | 49.02 | 50.05 | DNC | 49.72 | 50.25 | 50.38 | 51.30 | 51.43 |
2004 Telstra FINA World Cup | DNC | DNC | 49.82 | DNC | 48.96 | 49.69 | DNC | 49.08 | DNC |
2004 Athens Olympics | 50.56 | DNC | DNC | 48.56 | DNC | DNC | DNC | DNC | DNC |
2004 Telstra Grand Prix | DNC | 50.44 | 50.35 | 49.23 | 51.09 | 52.17 | 51.20 | 50.91 | 51.28 |
2004 Telstra Olympics Team Trials | 49.31 | 49.78 | 50.06 | 48.83 | 49.98 | 50.15 | 50.48 | 50.51 | 51.57 |
2003 Telstra FINA World Cup | 47.93 | DNC | 50.24 | 49.36 | DNC | 49.50 | 49.46 | 49.11 | 50.55 |
2003 Telstra Australian Championships | 49.07 | DNC | 51.86 | 49.07 | 50.52 | 50.58 | 50.95 | 50.20 | DNC |
2002 Commonwealth Games | 49.45 | DNC | DNC | 48.73 | DNC | DNC | DNC | DNC | DNC |
Personal Best Times* | 48.92 | 48.18 | 50.06 | 48.71 | 49.72 | 50.15 | 50.29 | 50.20 | 49.38 |
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English, L.D. (2013). Modeling with Complex Data in the Primary School. 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_25
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