Modeling from a cognitive perspective: theoretical considerations and empirical contributions

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
S. Schukajlow, G. Kaiser, G. Stillman
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引用次数: 8

Abstract

ABSTRACT Mathematical modeling and applications are an important part of curriculum and considered to be important for students’ current and future lives. In this contribution, we focus on mathematical modeling from a cognitive prospective. Following embedding the cognitive perspective within the discourse of mathematical modeling, we describe some of the current thinking on modeling activities and review empirical results. Subsequently, new findings and implications for research offered by the contributions of the current special issue are described. The contributions of this special issue refer to the relation between cognitive and metacognitive modeling activities to (a) mathematical thinking during building a modeling example, (b) strategic knowledge within modeling activities, (c) solving of data-rich modeling problems and their status from a meta-perspective and (d) individual and social metacognition.
认知视角下的建模:理论思考和实证贡献
数学建模和应用是课程的重要组成部分,对学生当前和未来的生活都很重要。在这篇文章中,我们从认知的角度关注数学建模。在将认知视角嵌入数学建模的话语中之后,我们描述了当前对建模活动的一些思考,并回顾了实证结果。随后,介绍了本期特刊的贡献所带来的新发现和对研究的影响。本特刊的贡献涉及认知和元认知建模活动与以下方面的关系:(a)建模示例构建过程中的数学思维,(b)建模活动中的战略知识,(c)从元角度解决数据丰富的建模问题及其状态,以及(d)个人和社会元认知。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
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来源期刊
Mathematical Thinking and Learning
Mathematical Thinking and Learning EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
4.40
自引率
6.20%
发文量
18
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