santiago de chile 2.ppt [kompatibilitätsmodus] · model of the mathematical modelling process:...
TRANSCRIPT
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Mathematical Modelling in School and in Teacher Education –
Conceptions and Examples
Modelling
Santiago de Chile, 11th of January 2013
Prof. Dr. Rita Borromeo Ferri, University of Kassel (Germany)
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Modellieren
Rita Borromeo Ferri
Modelling
“From what we know about the human brain and its functioning, it appears that modellingengages human cognition in a process to which
it is best suited.“ (Lamon, 1997, 35)
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Outline
1 Long‐term development of modelling competency2 Modelling in Primary School3 Modelling in Secondary School4 Modelling in Teacher Education5 Summary of the two lectures and central message
Primary School
Secondary School
Teacher Education
Modellieren
Rita Borromeo Ferri
Modelling
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1 LONG-TERM DEVELOPMENT OF MODELLING COMPETENCY
Modellieren
Rita Borromeo Ferri
Modelling
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Modellieren
Mathematical Modelling as a compulsory competency within the standards from primary to secondary school.
Modelling
Rita Borromeo Ferri
R M
mathematical contents (guiding ideas) (5)
levels of performace (3)
Mathematical competencies (6)
Demand of task: translationReality ↔Mathematics(“mathematical modelling”)
Modelling
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Modellieren
Modelling: a lot of competencies are needed!
Long‐term development of modellingcompetencies is needed from primary school up to university (teacher education).
Modelling
Rita Borromeo Ferri
Modelling
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Modellieren
For a long‐term development of modelling competency the following is important:
• suitable modelling tasks (which include all sub‐competencies)
• quality reality‐based teaching at all levels (lecture yesterday)
The teacher is important!
Rita Borromeo Ferri
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School UniversitySecondary School
Learning of mathematical modelling starts in primary school…
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
University
Secondary School
pre-service
teacher education
in-service
teacher training
University educators and teachers should be trained for teaching mathematical modelling and so work as “multiplicators”!
Modelling
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2 MODELLING IN PRIMARYSCHOOL
Modellieren
Rita Borromeo Ferri
Modelling
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„The Big Foot“ (Lesh/Doerr 2003) (up from grade 3)
Please help to catch the thief of the jewels and help the police!Look at the footprint and find out the height of the person.
Justify your answer!
Modellieren
Rita Borromeo Ferri
Which competencies are needed?Primary School
Secondary School
Teacher Education
Modelling
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Competencies „The Big Foot“:• knowledge, skills and conceptions about: arithmetic
operations, handling with decimal numbers, measurement, proportional thinking
• finding assumptions independently• validating: Can a person have such a height?• communicating: reading and presenting the results
Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
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A lot of substantial mathematical activities become visible; example:
Modellieren
Rita Borromeo Ferri
We measured the Nic‘s foot and it is 22.5 cm…and on the picture it is 40 cm, and now we double of 22.5 cm and…
Primary School
Secondary School
Teacher Education
Modelling
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Modellieren
Rita Borromeo Ferri
results:
• 1.72 m
• 1.65 m
• 2.69 m
• 1.87 m
Sönke, 9 years (grade 3):
„Oh no! 2.69m can not be right, because the highest person of the world was not so high!“
The teacher should encourage validation activities at the beginning!
Later on the learners do it on their own!
Primary School
Secondary School
Teacher Education
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„There was a lot of mathematics in this task! We had to think about many things before we began to calculate.”
(Esra, grade 4)
„We did something, what the police is doing. That was not like: “Do subtraction or division”. We had to search for the mathematics – that was great.” (Arturo, grade 4)
Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
Pippi Langstrumpf is able to lift up her horse.
How many students of your class are needed to do it like Pippi?
Modelling Problem for grade 3 (7‐8 year old)
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
A zebra‘s weight is about 230 to 400 kg. And a horse then about 600 kg. Every one of us can lift up about 10 kg.So, we need 10 of our class to lift up the horse.
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
Teaching and learning principles for modelling lessons:
Systematical change of methodsGroup work/single work (Modelling is best suited for cooperative learning)
Ideal phases of the lessons:1) Presenting the task in the plenum.2) Co‐constructive work: single‐group‐single3) Presentation of the solution in the plenum4) Comparison of the solution und reflection
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Modellieren
Teaching and learning principles of this lessons (e.g.):
1. Structure of the lesson is rich in content through challenging modelling tasks.
2. Cognitive activation of learners: stimulating of self‐independence: modelling can only be learned by doing.
3. Encouraging of individual solution of learners’.
4. Stimulating of learners’ metacognitive activities; in particular: accompanying and retrospective reflections.
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
Criteria for a modelling task:
Modelling tasks should be:
• open
• complex
• authentic
• realistic
• a problem
• solvable through all phases of the modelling cycle
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3 MODELLING IN SECONDARY SCHOOL
Modellieren
Rita Borromeo Ferri
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Example: „Filling up”(original version 2002)
Mister Stone lives in Trier, 20 km away from the borderof Luxemburg. To fill up his VW Golf he drives toLuxemburg where immediately behind the border thereis a petrol station. There you have to pay 0.85 Euro forone litre of petrol whereas in Trier you have to pay 1.1Euro.Is it worthwhile for Mister Stone to drive toLuxemburg? Give reasons for your answer.
Modelling
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Model of the mathematical modelling process: „Filling up“
mathematics
1 Constructing
2 Simplifying/ Structuring
3 Mathematising
4 Working mathematically
5 Interpreting
6 Validating
7 Exposing
mathematical model & problem
mathematicalresultsreal
results
real model & problem
situation model
real situation& problem
rest of the world
1 2
3
6
7
5
4
Mathematical Modelling
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Model of the mathematical modelling process: „Filling up“
mathematics
1 Constructing
2 Simplifying/ Structuring
3 Mathematising
4 Working mathematically
5 Interpreting
6 Validating
7 Exposing
mathematical model & problem
mathematicalresultsreal
results
real model & problem
situation model
rest of the world
1 2
3
6
7
5
4real situation
& problem
Mathematical Modelling
0.85 € 1.1 €
Car:50 liters volume of the tank
8 liters per 100 km consumption
20 km
Where do you have to pay less ifyou only consider the additional
costs for the ride?
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Model of the mathematical modelling process: „Filling up“
mathematics
1 Constructing
2 Simplifying/ Structuring
3 Mathematising
4 Working mathematically
5 Interpreting
6 Validating
7 Exposing
mathematical model & problem
mathematicalresultsreal
results
real model & problem
situation model
real situation & problem
rest of the world
1 2
3
6
7
5
4
CTrier = 1.1 €/l 50 l CLux. = 8 l
100 km0.85 €/l 50 l + 0.85 €/l 40km
S = CTrier - CLux.
Mathematical Modelling
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Model of the mathematical modelling process: „Filling up“
mathematics
1 Constructing
2 Simplifying/ Structuring
3 Mathematising
4 Working mathematically
5 Interpreting
6 Validating
7 Exposing
mathematical model & problem
mathematicalresultsreal
results
real model & problem
situation model
real situation & problem
rest of the world
1 2
3
6
7
5
4
Mathematical Modelling
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Model of the mathematical modelling process: „Filling up“
mathematics
1 Constructing
2 Simplifying/ Structuring
3 Mathematising
4 Working mathematically
5 Interpreting
6 Validating
7 Exposing
mathematical model & problem
mathematicalresultsreal
results
real model & problem
situation model
real situation & problem
rest of the world
1 2
3
6
7
5
4
Mathematical Modelling
Yes, it is worthwile for him to drive to Luxenburg
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Modellieren
Complex modelling problems should also be integrated!
“Modelling days and modelling weeks” (for secondary and upper secondary level (16‐18years)(University of Hamburg, University of Kassel, University of Kaiserslautern, Singapore…)
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
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Modellieren
Primary School
Secondary School
Teacher Education
Characteristics of the authentic examples and activities originating from applied mathematics or from
industry; only little simplified; often no solution known, often only problematic situation described,
students have to determine or develop a question, which can be solved;
various problem definitions and solutions possible;
importance of own activities (no spectator sport); no fast intervention by the teachers resp. future
teachers, experience of helplessness andinsecurity central aspects and a necessary phase
Modelling
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Modellieren
Primary School
Secondary School
Teacher Education
Examples of recent modelling days
How can the mixture of chemicals in swimming pools be optimised?
How can 3 helicopters in a ski area be positioned in an optimal way to help injured people fastly?
Traffic lights versus roundabout traffics – what is the best arrangement for the traffic?
Modelling
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Modellieren
Primary School
Secondary School
Teacher Education
University students (becoming mathematics teachers) are coaching the learners at school.
Necessary bridge between School and University and teacher education!
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4 MODELLING IN TEACHER EDUCATION
Modellieren
Rita Borromeo Ferri
Modelling
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Modellieren
Important: supply teachers with knowledge and abilities to teach mathematical modelling successfully, beginning in university education.
Specific competencies and attitudes are necessary.
Questions:o Which competencies are necessary for teaching
mathematical modelling?o How can future teachers be prepared in university courses
for teaching modelling at school?
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Guiding principle for university seminars:
If we want our students to teach modelling in an appropriate way (correspondence between content and method, cognitive activation, reflection, formative assessment) we as lecturers have to conceive our own teaching in exactly the same way (correspondence between content and method, cognitive activation, reflection, formative assessment)
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
Conception of seminar
Part 1 (theory) – 3 lessons
Part 2 (practice) – 3 lessons
Part 3 (theory and practice) –4 lessons
Mid‐Term‐Evaluation
Part 4 (presentations) – 2 lessons
Part 5 (reflecting the seminar) –one lesson and Evaluation
Theoretical background about modelling
Solving and creating modelling problems
Analysing solution processes; Modelling competencies;Types of teacher interventions; Methods
Presenting experiences from school
Questionnaire
Modelling
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Modellieren
Rita Borromeo Ferri
Primary School
Secondary School
Teacher Education
“It is good that we are learning not only modelling as a subject in this seminar, but also the methods how we can teach this at school!”
(Katja, 6th semester)
“Testing the modelling task in grade five was important and helpful for my understanding of modelling and the practical transformation in school. […] It was good to have a chance testing modelling problems at school.”
(Birgit, 7th semester)
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Modellieren
Rita Borromeo Ferri
Model for teaching applications & modelling(Borromeo Ferri &Blum, 2009):
Theoretical dimension
Task dimension
Instructional dimension
Diagnostic dimension
a) Modelling cyclesb) Aims &perspectives of modellingc) Types of modelling tasks
a) Multiple solution of modelling tasksb) Cognitive analyses of modelling tasksc) Development of modelling tasks
a) Planning lessons with mod. tasksb) Carrying out lessons with mod. tasksc) Interventions, support and feedback
a) Recognising phases in mod. processb) Recognising difficulties and mistakesc) Marking tests
Modelling
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5 Summary of the two lectures and central suggestions
Rita Borromeo Ferri
ModellierenModelling
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Encouraging results from different studies:
Mathematical modelling can be taught and learned successfully and sustainable from primary school up to university, if
it is implemented into every day teaching and into teacher education
teachers and university educators have necessary competencies
criteria for quality teaching have to be considered
Rita Borromeo Ferri
ModellierenModellingModelling
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Rita Borromeo Ferri
Modellieren
Central suggestions:
1) Mathematical modelling is important (e.g. for understanding the world better), so make it possible for your learners!
2) Mathematical modelling can be taught and learned!
3) Political guidelines are important: standards and curricula, which include modelling and also assessment of modelling.
4) Teachers and university educators are important! Modellingshould take in important role in teacher education and teacher training!