Mathematical Modelling for a Class Party: Challenges for Students in One Year 4 Classroom
Saved in:
| Title: | Mathematical Modelling for a Class Party: Challenges for Students in One Year 4 Classroom |
|---|---|
| Language: | English |
| Authors: | Kym Fry, Judith Hillman, Rhonda Horne, Elizabeth Rasmussen, Mathematics Education Research Group of Australasia (MERGA) |
| Source: | Mathematics Education Research Group of Australasia. 2024. |
| Availability: | Mathematics Education Research Group of Australasia. GPO Box 2747, Adelaide SA 5001, Australia. Tel: +61-8-8363-0288; Fax: +61-8-8362-9288; e-mail: sales@merga.net.au; Web site: http://www.merga.net.au/ |
| Peer Reviewed: | N |
| Page Count: | 8 |
| Publication Date: | 2024 |
| Document Type: | Speeches/Meeting Papers Reports - Research |
| Education Level: | Elementary Education |
| Descriptors: | Foreign Countries, Elementary School Mathematics, Elementary School Students, Mathematics Instruction, Mathematical Models, Authentic Learning, Problem Solving, Mathematics Activities, Inquiry, Active Learning |
| Geographic Terms: | Australia |
| Abstract: | The revised Australian curriculum presents a new emphasis in primary schools on the process of Mathematical Modelling. A modelling focus brings close attention to confidence and capability with a potentially new problem-solving process, associated language, and pedagogical processes. This paper presents a Year 4 classroom modelling experience that arose as students planned their end-of-year party through Guided Mathematical Inquiry. Classroom video data captured two students working on vertical whiteboards as they formulated and solved a problem involving carrot sticks and dip. Findings reflect the students as doers of mathematics, engaged in productive struggle. |
| Abstractor: | As Provided |
| Entry Date: | 2024 |
| Accession Number: | ED660989 |
| Database: | ERIC |
| Abstract: | The revised Australian curriculum presents a new emphasis in primary schools on the process of Mathematical Modelling. A modelling focus brings close attention to confidence and capability with a potentially new problem-solving process, associated language, and pedagogical processes. This paper presents a Year 4 classroom modelling experience that arose as students planned their end-of-year party through Guided Mathematical Inquiry. Classroom video data captured two students working on vertical whiteboards as they formulated and solved a problem involving carrot sticks and dip. Findings reflect the students as doers of mathematics, engaged in productive struggle. |
|---|
