Exemplifying a Model-Eliciting Task for Primary School Pupils

Chan Chun Ming Eric, Wanty Widjaja, Ng Kit Ee Dawn

Abstract


Mathematical modelling is a field that is gaining prominence recently in mathematics education research and has generated interests in schools as well. In Singapore, modelling and applications are included as process components in
revised 2007 curriculum document (MOE, 2007) as keeping to reform efforts. In
Indonesia, efforts to place stronger emphasis on connecting school mathematics
with real-world contexts and applications have started in Indonesian primary schools with the Pendidikan Realistik Matematik Indonesia (PMRI) movement a decade ago (Sembiring, Hoogland, Dolk, 2010). Amidst others, modelling activities are gradually introduced in Singapore and Indonesian schools to demonstrate the relevance of school mathematics with real-world problems. However, in order for it to find a place in the mathematics classroom, there is a
need for teacher-practitioners to know what mathematical modelling and what a
modelling task is. This paper sets out to exemplify a model-eliciting task that has been designed and used in both a Singapore and Indonesian mathematics
classroom. Mathematical modelling, the features of a model-eliciting task, and its potential and advice on implementation are discussed.


Keywords


Mathematical Modelling; Singapore; Indonesia; Model-Eliciting Task; Primary Mathematics; Task Scaffolding

Full Text:

PDF

References


Chan, C. M. E. (2008). Mathematical modeling experiences for mathematical development in children. Thinking Classroom, 9(2), 37-45.

Doerr, H. M., & English, L. D. (2003). A modelling perspective on students' mathematical reasoning about data. Journal for Research in Mathematics Education, 34, 110-136.

English, L. D., & Watters, J. J. (2005). Mathematical modelling in third-grade classrooms. Mathematics Education Research Journal, 16(3), 59-80.

English, L. (2010a). Modeling with complex data in the primary school. In R. Lesh, P. L. Galbraith, C. R. Haines & A. Hurford (Eds.), Modeling students' mathematical modeling competencies (pp. 287-299). New York: Springer.

English, L. (2010b). Mathematical modelling in the primary school. In I. Putt, R. Faragher & M. McLean (Eds.), Mathematics education for the third millennium:Towards 2010 (pp. 207-214): MERGA.

Galbraith, P., Goos, M., Renshaw, P., & Geiger, V. (2003). Technology enriched classrooms: Some implications for teaching applications and modelling. In Qi-Xiao Ye, W. Blum, K. Houston, & Qi-Yuan, Jiang (Eds.), Mathematical modelling in education and culture: ICTMA 10 (pp. 111—125). Chichester, UK:Horwood.

Galbraith, P. L., & Stillman, G. (2006). A framework for identifyingstudent

blockages during transitions in the modelling process. ZDM, 38(2), 143-162.

Lehrer, R., & Schauble, L. (2000). Inventing data structures for representational purposes: Elementary grade students' classification models. Mathematical Thinking and Learning, 21(1&2), 49-72.

Lesh, R., Cramer, K., Doerr, H. M., Post, T., & Zawojewski, J. (2003) Model

development sequences. In R. Lesh & H. Doerr, (Eds.), Beyond constructivism:Models and modeling perspectives on mathematics problem solving, learning and teaching (pp. 35-58). Mahwah, NJ: Lawrence Erlbaum Associates.

Lesh, R., & Doerr, H. M. (2003). Foundations of a models and modeling perspective in mathematics teaching and learning. In R.A. Lesh & H. M. Doerr (Eds.), Beyond constructivism: Models and modeling perspectives on mathematics problem solving, learning and teaching (pp. 3-34). Mahwah, NJ: Lawrence Erlbaum Associates.

Lesh, R., & Zawojewski, J. (2007). Problem solving and modeling. In F. K.

Lester (Ed.), Second handbook of research on mathematics teaching and learning: A project of the National Council of Teachers of Mathematics (pp. 763-803).Charlotte, NC: Image Age Publishing.

MOE. (2007). Ministry of Education Mathematics Syllabus – Primary, Singapore:Curriculum Planning and Developmental Division.

Ng, K. E. D. (2011). Facilitation and scaffolding: Symposium on Teacher

Professional Development on Mathematical Modelling - Initial perspectives from Singapore. Paper presented at the Connecting to practice - Teaching practice and the practice of applied mathematicians: The 15th International Conference on the Teaching of Mathematical Modelling and Applications, Australian Catholic University (St. Patrick), Melbourne, Australia.

Sembiring, R. K., Hoogland, K., & Dolk, M. (2010). A decade of PMRI in Indonesia. Utrecht: APS International.

Stillman, G. A., & Galbraith, P. L. (1998). Applying mathematics with real world connections: Metacognitive characteristics of secondary students. Educational Studies in Mathematics, 36, 157-196.




DOI: https://doi.org/10.46517/seamej.v1i1.11

Refbacks

  • There are currently no refbacks.



Indexed by:

     


Southeast Asian Mathematics Education Journal
SEAMEO Regional Centre for QITEP in Mathematics
Jl. Kaliurang Km 6, Sambisari, Condongcatur, Depok, Sleman
Yogyakarta, Indonesia
Telp. +62 274 889955
Email: seamej@qitepinmath.org


p-ISSN: 2089-4716 | e-ISSN: 2721-8546


Southeast Asian Mathematics Education Journal is licensed under a Creative Commons Attribution 4.0 International License

View My Stats

Supported by: