Abstract
This article reviews a model-eliciting activity, with a single-numerical answer, implemented in a calculus class at the university level. A closer look at students' solutions reveals multiple perspectives in solving the problem, perspectives that present students' conceptual and representational systems. Most model-eliciting activities allow for multiple responses, and consequently multiple approaches. This article presents the wide variety of modeling perspectives, even though the activity has a single numerical answer.
| Original language | English |
|---|---|
| Title of host publication | Modeling Students' Mathematical Modeling Competencies |
| Subtitle of host publication | ICTMA 13 |
| Publisher | Springer US |
| Pages | 223-233 |
| Number of pages | 11 |
| ISBN (Print) | 9781441905604 |
| DOIs | |
| Publication status | Published - 1 Dec 2010 |
Keywords
- Calculator
- Calculus
- College students
- Concept/Conceptual
- Games
- Middle school
- Model eliciting activity
- Models and modeling perspectives
- System
ASJC Scopus subject areas
- General Social Sciences
- General Arts and Humanities