Investigating the relationship between the problem and the solver: Who decides what math gets used?

Guadalupe Carmona, Steven Greenstein

Research output: Chapter in Book/Report/Conference proceedingChapter

3 Scopus citations

Abstract

Tasks that are descriptive of a goal state and not prescriptive of the paths students must take to reach it inevitably generate spaces of possible interpretations of givens and goals, as well as possible paths from givens to goals, each featuring elements of a bounded space of mathematical concepts. When a sample comprised of students at elementary and post-baccalaureate levels of schooling was given one of these tasks, the solutions expressed rich and deep understandings of mathematical concepts that were common among groups at both levels of schooling. These findings are less supportive of the foundational metaphor of curriculum in which understandings serve to support the acquisition of more formal mathematics, and more supportive of the notion of a curriculum that "spirals" around central ideas that are revisited at multiple levels of schooling in order to provide learners with greater access to powerful ways of understanding mathematics.

Original languageEnglish
Title of host publicationModeling Students' Mathematical Modeling Competencies
Subtitle of host publicationICTMA 13
PublisherSpringer US
Pages245-254
Number of pages10
ISBN (Print)9781441905604
DOIs
StatePublished - 1 Dec 2010

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Keywords

  • Assessment
  • Concept/Conceptual system
  • Definition of mathematical modeling
  • Games
  • Generative activities
  • Mathematics curriculum
  • Model eliciting activity
  • Models and modeling perspectives

Cite this

Carmona, G., & Greenstein, S. (2010). Investigating the relationship between the problem and the solver: Who decides what math gets used? In Modeling Students' Mathematical Modeling Competencies: ICTMA 13 (pp. 245-254). Springer US. https://doi.org/10.1007/978-1-4419-0561-1_21