Abstract
Abstract Through the use of three mathematical examples, our study explores the origins of students abilities to model (a) the process in which students acquire the ability to both model and learn transferable modeling abilities across modeling activities, and (b) the way in which the modeling cycle should be characterized. We conclude by suggesting that philosophical issues are present in understanding how the modeling ability emerges in students who have never modelled. This is linked to efforts to find activities and methods that will enable better modeling capabilities to be learned.
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Niss, M. (2013). Modeling a Crucial Aspect of Students’ Mathematical 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_4
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DOI: https://doi.org/10.1007/978-94-007-6271-8_4
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