What may be neglected by an application-centred approach to mathematics education? A personal view
Апстракт
It seems that an ongoing discussion of why modelling and applications should be
part of mathematics education has mostly centred around utilitarian argument. In
my opinion, such an attitude may produce an unbalanced view on the reasons for
including modelling and applications in mathematics education, which, in turn,
may result in a neglect of the following important issues of mathematical modelling:
• the complexity of the modelling process;
• the distinction between the perspective of model builders and that of model users
• the necessity of a demanding interplay among students' cognitive,
metacognitive and affective domains in the modelling process.
The article briefly presents the application-centred approach to mathematics
education, examines these neglected issues, and suggests how the teaching of
modelling and applications may thus be utilised.
Извор:
Nordic Studies in Mathematics Education, 1999, 7, 1, 29-39Институција/група
IPITY - JOUR AU - Kadijević, Đorđe PY - 1999 UR - http://ipir.ipisr.org.rs/handle/123456789/1051 AB - It seems that an ongoing discussion of why modelling and applications should be part of mathematics education has mostly centred around utilitarian argument. In my opinion, such an attitude may produce an unbalanced view on the reasons for including modelling and applications in mathematics education, which, in turn, may result in a neglect of the following important issues of mathematical modelling: • the complexity of the modelling process; • the distinction between the perspective of model builders and that of model users • the necessity of a demanding interplay among students' cognitive, metacognitive and affective domains in the modelling process. The article briefly presents the application-centred approach to mathematics education, examines these neglected issues, and suggests how the teaching of modelling and applications may thus be utilised. T2 - Nordic Studies in Mathematics Education T1 - What may be neglected by an application-centred approach to mathematics education? A personal view EP - 39 IS - 1 SP - 29 VL - 7 UR - https://hdl.handle.net/21.15107/rcub_ipir_1051 ER -
@article{ author = "Kadijević, Đorđe", year = "1999", abstract = "It seems that an ongoing discussion of why modelling and applications should be part of mathematics education has mostly centred around utilitarian argument. In my opinion, such an attitude may produce an unbalanced view on the reasons for including modelling and applications in mathematics education, which, in turn, may result in a neglect of the following important issues of mathematical modelling: • the complexity of the modelling process; • the distinction between the perspective of model builders and that of model users • the necessity of a demanding interplay among students' cognitive, metacognitive and affective domains in the modelling process. The article briefly presents the application-centred approach to mathematics education, examines these neglected issues, and suggests how the teaching of modelling and applications may thus be utilised.", journal = "Nordic Studies in Mathematics Education", title = "What may be neglected by an application-centred approach to mathematics education? A personal view", pages = "39-29", number = "1", volume = "7", url = "https://hdl.handle.net/21.15107/rcub_ipir_1051" }
Kadijević, Đ.. (1999). What may be neglected by an application-centred approach to mathematics education? A personal view. in Nordic Studies in Mathematics Education, 7(1), 29-39. https://hdl.handle.net/21.15107/rcub_ipir_1051
Kadijević Đ. What may be neglected by an application-centred approach to mathematics education? A personal view. in Nordic Studies in Mathematics Education. 1999;7(1):29-39. https://hdl.handle.net/21.15107/rcub_ipir_1051 .
Kadijević, Đorđe, "What may be neglected by an application-centred approach to mathematics education? A personal view" in Nordic Studies in Mathematics Education, 7, no. 1 (1999):29-39, https://hdl.handle.net/21.15107/rcub_ipir_1051 .