Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment With Fifth Graders

1997 ◽  
Vol 28 (5) ◽  
pp. 577-601
Author(s):  
Lieven Verschaffel ◽  
Erik De Corte
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Present Article ◽  
Real World ◽  
Word Problems ◽  
Fifth Graders ◽  
Teaching Experiment ◽  
Classroom Culture ◽  
World Knowledge ◽  
Transfer Effects

Recent research has convincingly documented elementary school children's tendency to neglect real-world knowledge and realistic considerations during mathematical modeling of word problems in school arithmetic. The present article describes the design and the results of an exploratory teaching experiment carried out to test the hypothesis that it is feasible to develop in pupils a disposition toward (more) realistic mathematical modeling. This goal is achieved by immersing them in a classroom culture in which word problems are conceived as exercises in mathematical modeling, with a focus on the assumptions and the appropriateness of the model underlying any proposed solution. The learning and transfer effects of an experimental class of 10-and 11-year-old pupils—compared to the results in two control classes—provide support for the hypothesis that it is possible to develop in elementary school pupils a disposition toward (more) realistic mathematical modeling.

Problem Posing and Solving with Mathematical Modeling

2005 ◽  
Vol 12 (3) ◽  
pp. 156-163 ◽  
Author(s):  
Lyn D. English ◽  
Jillian L. Fox ◽  
James J. Watters
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
School Children ◽  
Real World ◽  
Elementary School Children ◽  
Problem Posing ◽  
Model Complex ◽  
Complex Relationships

In recent years, we have introduced elementary school children to the powerful world of mathematical modeling. Models are used to interpret real-world situations in a mathematical format. For example, graphs and tables model complex relationships among various phenomena.

Activation of Real-World Knowledge in the Solution of Word Problems

1989 ◽  
Vol 6 (4) ◽  
pp. 287-318 ◽  
Author(s):  
Ruth Baranes ◽  
Michelle Perry ◽  
James W. Stigler
Keyword(s):  
Real World ◽  
Word Problems ◽  
World Knowledge

scholarly journals Complex Argumentation in Elementary School

2019 ◽  
Vol 13 (4) ◽  
pp. 221-246
Author(s):  
Jonathan Cervantes-Barraza ◽  
Guadalupe Cabañas-Sánchez ◽  
David Reid
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Fifth Graders ◽  
Teaching Experiment ◽  
Structural Level ◽  
Mathematical Argumentation ◽  
Complex Argumentation

This paper describes a study of mathematical argumentation in primary school. The principal aim is to explore the nature of complex argumentation at a structural level. The context of the study was a teaching experiment involving nine tasks that promoted argumentation among fifth graders. We use the framework and method of reconstructing complex argumentation in the classroom proposed by Knipping (2008). The findings show that complex argumentation at a structural level in the context of refuting conclusions is characterized by a source-like structure with the addition of a new refutation argument element.Handle: http://hdl.handle.net/10481/57623Scopus record and citations

Solving Problematic Addition and Subtraction Word Problems

2007 ◽  
Vol 13 (9) ◽  
pp. 498-503
Author(s):  
José N. Contreras ◽  
Armando M. Martínez-Cruz
Keyword(s):  
Real World ◽  
Word Problems ◽  
Arithmetic Operation ◽  
Real Life ◽  
School Mathematics ◽  
World Knowledge ◽  
Elementary School Mathematics ◽  
Straightforward Application ◽  
Life Problems ◽  
Addition And Subtraction

Word problems can play a prominent role in elementary school mathematics because they can provide practice with real-life problems and help students develop their creative, critical, and problem-solving abilities. However, word problems as currently presented in instruction and textbooks fail to accomplish these goals (Gerofsky 1996; Lave 1992). This failure is due, in part, to the unrealistic approach needed to solve them: the straightforward application of one arithmetic operation. Consequently, when faced with word problems in which context is critical to the solution, students fail to connect school mathematics with their real-world knowledge. Problems that cannot be solved by applying a straightforward arithmetic operation are called problematic. Several researchers have examined children's lack of use of their real-world knowledge to solve problematic word problems (Greer 1997; Reusser and Stebler 1997; Verschaffel and De Corte 1997).

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