scholarly journals Can mathematical modelling work as a creativity-demanding activity? An empirical study in China

ZDM ◽  
2021 ◽  
Author(s):  
Xiaoli Lu ◽  
Gabriele Kaiser
Keyword(s):  
Mathematical Modelling ◽  
Mathematics Teachers ◽  
Real World ◽  
Core Competencies ◽  
Mathematical Problem ◽  
Significant Negative Correlation ◽  
School Students ◽  
Economic Changes ◽  
The Real ◽  
Real World Problems

AbstractCreativity has been identified as a key characteristic that allows students to adapt smoothly to rapid societal and economic changes in the real world. However, Chinese students appear to perform less well in mathematical problem-solving and problem-posing abilities, which are strongly connected to mathematical creativity. Mathematical modelling has recently been introduced as one of the six core competencies in the Chinese mathematical curriculum and is built on students’ ability to solve real-world problems using mathematical means. As mathematical modelling is characterised by openness regarding the understanding of complex real-world problems and the complex relationship between the real world and mathematics, for the strengthening of creativity, mathematical modelling activities seem to be adequate to accomplish this purpose. In this paper, we describe a study with 71 upper secondary school students, 50 pre-service mathematics teachers, and 66 in-service mathematics teachers, based on an extended didactical framework regarding mathematical modelling as a creativity-demanding activity. The results of the study indicate a significant correlation between modelling competencies and creativity aspects. Especially significant correlations between the adequacy of the modelling approaches and the two creativity aspects of usefulness and fluency could be identified, as well as a significant negative correlation between usefulness and originality. The results of the correlational analysis of relationships among the four criteria were not always consistent in the three participant groups. Overall, the results have implications for the promotion of creativity for various expertise groups and demonstrate the dependency of the modelling activities on the mathematical knowledge of the participants and the mathematical topic with which they are dealing.

Integrating Mathematics and Social Issues

2007 ◽  
Vol 13 (5) ◽  
pp. 270-276
Author(s):  
Gregory K. Harrell
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Mathematics Teachers ◽  
Real World ◽  
Local Community ◽  
Social Issues ◽  
School Students ◽  
The Real ◽  
Community Issues ◽  
Principles And Standards

The Connections Standard in grades 6–8 in Principles and Standards for School Mathematics recommends that middle school students “recognize and apply mathematics in contexts outside of mathematics” (NCTM 2000, p. 274). This goal can be reached by providing students with rich problem contexts that involve connections to the real world (NCTM 2000). To find such contexts, mathematics teachers can look to the local community, because our culture influences the mathematics we do and influences the issues that are important to us. If teachers present students with interdisciplinary experiences within the context of local community issues, students will understand the usefulness of mathematics and it will help them develop the skills and knowledge necessary to become active participants in their communities (Zaslavsky 1996).

scholarly journals Teaching mathematical modelling: a framework to support teachers’ choice of resources

2019 ◽  
Vol 39 (2) ◽  
pp. 127-144
Author(s):  
Peter K Dunn ◽  
Margaret F Marshman
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Real World ◽  
Real Data ◽  
Model Structure ◽  
The Real ◽  
Using Data ◽  
Do So ◽  
Poor Practice

AbstractMathematics teachers are often keen to find ways of connecting mathematics with the real world. One way to do so is to teach mathematical modelling using real data. Mathematical models have two components: a model structure and parameters within that structure. Real data can be used in one of two ways for each component: (a) to validate what theory or context suggests or (b) to estimate from the data. It is crucial to understand the following: the implications of using data in these different ways, the differences between them, the implications for teaching and how this can influence students’ perceptions of the real-world relevance of mathematics. Inappropriately validating or estimating with data may unintentionally promote poor practice and (paradoxically) reinforce in students the incorrect idea that mathematics has no relevance to the real world. We recommend that teachers approach mathematical modelling through mathematizing the context. We suggest a framework to support teachers’ choice of modelling activities and demonstrate these using examples.

Alice in the Real World

2012 ◽  
Vol 17 (7) ◽  
pp. 410-416 ◽  
Author(s):  
Tom Parker
Keyword(s):  
Problem Solving ◽  
Real World ◽  
Mathematical Problem ◽  
Computer Application ◽  
Mathematical Problem Solving ◽  
The Real ◽  
Programming Knowledge

A computer application promotes programming knowledge and allows students to create their own worlds through mathematical problem solving.

A & B Companies: Impairment of Goodwill

2004 ◽  
Vol 19 (3) ◽  
pp. 369-376 ◽  
Author(s):  
Veronique G. Frucot ◽  
Leland G. Jordan ◽  
Marc I. Lebow
Keyword(s):  
Real World ◽  
Intangible Assets ◽  
Financial Accounting ◽  
Theoretical Problem ◽  
Problem Statement ◽  
Current Standard ◽  
The Real ◽  
Correct Method ◽  
Real World Problems

Accounting for goodwill has long been a theoretical problem for accountants. Although most businesses possess some goodwill, accountants record it only when a premium is paid in the acquisition of another company. Subsequent to acquisition, valuing goodwill becomes a problem. Statement of Financial Accounting No. 142, Goodwill and Other Intangible Assets (FASB 2001), is the current standard for testing goodwill for impairment. This case is designed to introduce you to the “real-world” problems that many practitioners are likely to encounter while implementing this new standard. The case involves two antagonists: an auditor eager to record an impairment of goodwill and a client even more eager to avoid recording any impairment. You must tactfully address both individuals' arguments and determine the correct method for accounting for goodwill and the standard for testing for impairment per SFAS No. 142.

How Many Games in a Tournament?

1989 ◽  
Vol 82 (5) ◽  
pp. 332-335
Author(s):  
Ernest Woodward
Keyword(s):  
Mathematics Teachers ◽  
Real World ◽  
Real World Problems

Most mathematics teachers periodically look for real-world problems that they hope their students will find interesting and challenging. Since we are an athletically oriented society, situations with an athletic context are often appealing to students. Thus an ideal source for real- world problems is athletics. I found some interesting problems in the area of athletic tournaments.

The Arcs of Archaeology

1996 ◽  
Vol 1 (9) ◽  
pp. 688-693
Author(s):  
Bonnie S. Spence
Keyword(s):  
Middle School ◽  
Middle School Students ◽  
Real World ◽  
School Students ◽  
The Real ◽  
The Past ◽  
Hands On ◽  
New Ideas

For the past several years, i have sought out opportunities outside mathematics for personal enrichment and enjoyment. These experiences have caused me to become more aware of the connections between mathematics and other areas. As a result, I have begun developing lessons to show my students how mathematics is used in the real world. One summer I joined another teacher and twelve middle school students and decided to brave the eighteen-hour drive from Oklahoma to the Crow Canyon Archaeological Center in Co1tez, Colorado. The mathematical lesson discussed in this article emerged from one week of learning about the Anasazi culture and experiencing hands-on archaeology. Throughout the years, this lesson has been revised and expanded as both students and experience have given me new ideas.

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