Ways to teach modelling—a 50 year study
This article describes a sequence of design research projects, some exploratory others more formal, on the teaching of modelling and the analysis of modelling skills. The initial motivation was the author’s observation that the teaching of applied mathematics in UK high schools and universities invo...
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| Format: | Article |
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Springer
2017
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| Online Access: | https://eprints.nottingham.ac.uk/48800/ |
| _version_ | 1848797850553548800 |
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| author | Burkhardt, Hugh |
| author_facet | Burkhardt, Hugh |
| author_sort | Burkhardt, Hugh |
| building | Nottingham Research Data Repository |
| collection | Online Access |
| description | This article describes a sequence of design research projects, some exploratory others more formal, on the teaching of modelling and the analysis of modelling skills. The initial motivation was the author’s observation that the teaching of applied mathematics in UK high schools and universities involved no active modelling by students, but was entirely focused on their learning standards models of a restricted range of phenomena, largely from Newtonian mechanics. This did not develop the numeracy/mathematical literacy that was so clearly important for future citizens. Early explorations started with modelling workshops with high school teachers and mathematics undergraduates, observed and analysed—in some case using video. The theoretical basis of this work has been essentially heuristic, though the Shell Centre studies included, for example, a detailed analysis of formulation processes that has not, as so often, been directly replicated. Recent work has focused on developing a formative assessment approach to teaching modelling that has proved both successful and popular. Finally, the system-level challenges in trying to establish modelling as an integral part of mathematics curricula are briefly discussed. |
| first_indexed | 2025-11-14T20:10:26Z |
| format | Article |
| id | nottingham-48800 |
| institution | University of Nottingham Malaysia Campus |
| institution_category | Local University |
| last_indexed | 2025-11-14T20:10:26Z |
| publishDate | 2017 |
| publisher | Springer |
| recordtype | eprints |
| repository_type | Digital Repository |
| spelling | nottingham-488002020-05-04T19:19:34Z https://eprints.nottingham.ac.uk/48800/ Ways to teach modelling—a 50 year study Burkhardt, Hugh This article describes a sequence of design research projects, some exploratory others more formal, on the teaching of modelling and the analysis of modelling skills. The initial motivation was the author’s observation that the teaching of applied mathematics in UK high schools and universities involved no active modelling by students, but was entirely focused on their learning standards models of a restricted range of phenomena, largely from Newtonian mechanics. This did not develop the numeracy/mathematical literacy that was so clearly important for future citizens. Early explorations started with modelling workshops with high school teachers and mathematics undergraduates, observed and analysed—in some case using video. The theoretical basis of this work has been essentially heuristic, though the Shell Centre studies included, for example, a detailed analysis of formulation processes that has not, as so often, been directly replicated. Recent work has focused on developing a formative assessment approach to teaching modelling that has proved both successful and popular. Finally, the system-level challenges in trying to establish modelling as an integral part of mathematics curricula are briefly discussed. Springer 2017-11-27 Article PeerReviewed Burkhardt, Hugh (2017) Ways to teach modelling—a 50 year study. ZDM . ISSN 1863-9704 Modelling; Formulation process; Translations skills; Design principles; Numeracy; Mathematical literacy; Strategies for systemic change https://link.springer.com/article/10.1007%2Fs11858-017-0899-8 doi:10.1007/s11858-017-0899-8 doi:10.1007/s11858-017-0899-8 |
| spellingShingle | Modelling; Formulation process; Translations skills; Design principles; Numeracy; Mathematical literacy; Strategies for systemic change Burkhardt, Hugh Ways to teach modelling—a 50 year study |
| title | Ways to teach modelling—a 50 year study |
| title_full | Ways to teach modelling—a 50 year study |
| title_fullStr | Ways to teach modelling—a 50 year study |
| title_full_unstemmed | Ways to teach modelling—a 50 year study |
| title_short | Ways to teach modelling—a 50 year study |
| title_sort | ways to teach modelling—a 50 year study |
| topic | Modelling; Formulation process; Translations skills; Design principles; Numeracy; Mathematical literacy; Strategies for systemic change |
| url | https://eprints.nottingham.ac.uk/48800/ https://eprints.nottingham.ac.uk/48800/ https://eprints.nottingham.ac.uk/48800/ |