Understanding issues in teaching mathematical modelling: Lessons from lesson study
Résumé
This paper challenges the conceptualisation of the OECD's PISA model for assessment of mathematical processes and questions common approaches to modelling in the classroom. Drawing on evidence from research using a lesson study model, we argue that the crucial formulation phase of modelling, in which bridging between context and mathematics takes place, is undervalued. Consequently, we conclude that teaching towards assessment such as, or modelled on, PISA items could provide students with an impoverished experience of modelling and leave them inadequately prepared to engage in this important mathematical practice.
Origine | Fichiers éditeurs autorisés sur une archive ouverte |
---|
Loading...