对现象建模与对数据集建模

IF 2 4区 教育学 Q2 EDUCATION & EDUCATIONAL RESEARCH
G. Stillman, Jill P. Brown
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引用次数: 2

摘要

本文研究了学生在数据丰富的建模任务中的数学建模活动。它旨在深入了解学生如何在建模数据丰富的情况和生成的数学模型时开发意义。以前已经观察到对特定数据集建模的趋势,而不是数据集是特定实例的现象。学生们专注于将数学对象(如函数)拟合到数据上,而不是使用关于正在建模的情况的领域知识,将其映射到数据上,以便从整体上捕捉现象。在其他情况下,学生发现函数只是简单地对数据进行线性插值,而没有考虑到现象的关键特征,特别是当他们有机会使用技术工具时。在一项针对10/11年级学生的定性研究中,学生的推理表明他们意识到自己采取了哪种方法。所采取的方法如何影响学生在建模过程中所参与的过程也进行了调查。这篇论文为我们目前有限的关于这个问题的研究文献做出了贡献,以及它如何影响学生在这个层次的学校教育中学习模型的结果。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
Modeling the phenomenon versus modeling the data set
ABSTRACT This paper investigates students’ mathematical modeling activity in data-rich modeling tasks. It aims at gaining insight into how students develop meaning when modeling data-rich situations and the mathematical models produced. A tendency to model a particular dataset, rather than the phenomenon that the dataset is a particular instance of, has been observed previously. Students concentrate on fitting mathematical objects such as functions to data, rather than using domain knowledge about the situation being modeled, mapping this to the data so as to capture the phenomenon as a whole. In other instances, students find functions that simply linearly interpolate the data and do not consider key features of the phenomenon, particularly when they have access to technological tools. The extent to which students’ reasoning indicated awareness of their taking either approach was investigated in a qualitative study with Year 10/11 students. How the approach taken affected the processes students engage in whilst modeling was also investigated. The paper contributes to our currently limited literature on research into this issue and how it affects the outcome of students learning to model in classrooms at this level of schooling.
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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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