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2010 - Researching Applications and Mathematical Modelling in Mathe Atics Learning - Galbraith
2010 - Researching Applications and Mathematical Modelling in Mathe Atics Learning - Galbraith
2, 1-6
Editorial
the model to emerge”. The modelling process that was being engaged in by
both students and teacher was clearly a vehicle to mediate the consolidation
of content but in the process demonstrate the utility of that mathematical
content. In this context, the classical view of orchestration is evident as the
teacher manipulates the lesson elements to construct the model he perceives
will consolidate learning; however, let us not ignore the more serendipitous
nature of the choice of direction and task for the lesson that the teacher
spontaneously took onboard—teacher moves which are more improvisatory
and more often typical of the jazz genre (Tanner et al., 2010).
Peled raises interesting and important issues in her thought provoking
(Fish) Food for Thought. The significance of these is not widely enough
understood. Peled’s approach emphasises the basic modelling fundamental,
that (possible alternative) assumptions need to be articulated at the start of a
problem, and the mathematics employed is influenced by these. In thinking
about the examples used in this article, a couple of other 'real' real-life
examples come to mind. One is that young children are natural modellers -
when sharing lollies in the playground "2 = 1" is often an acceptable
mathematical equivalence based on size. Unfortunately, a lot of real life
understanding of young children is supplanted by school mathematics. The
issues Peled highlights have a very practical realisation in the Australian
taxation system, when considering personal income tax on the one hand and
GST/VAT on the other. For example,
1. John hires a plumber for a job that costs $250 of which $25 is GST? Bill
hires the plumber for a job whose total cost is $375. How much of this is
GST?
2. June earns a net income of $30 000 and pays tax of $3 600. How much tax
should Janette expect to pay on a net income of $60 000?
Those raised on a celebration of success with Fish and Eel Problems would
likely go automatically into a proportional mode to get the first one right
and the second one wrong - ignoring the social content of the latter
concerning differential tax rates. Peled’s article also touches on the notion of
authenticity. Some individuals have claimed that once a problem from the
outside world is introduced into a classroom situation its authenticity is lost
- almost by definition. What they are doing is privileging their conception of
what school mathematics, and life in classrooms is about, and making
modelling fit the stereotype and subject to associated restrictive practices.
What modelling, properly conducted can do, is to challenge some of those
norms and assumptions, mathematical, situational, and pedagogical. Our
perception is that Peled is taking such an approach, in other words,
challenging readers to confront some sacred cows!
In application questions posed in classrooms the issue of whether or not
students undertaking the task are familiar with the context is regarded as a
significant one. However, as Tourniaire (1986) pointed out previously, it is
not simply a matter of being familiar with a particular task context but
rather familiarity with the use of the particular mathematical concepts and
procedures in that context that allows some, but not others, to access these
tasks. This point is particularly pertinent to the small study by Klymchuk et
al. in this issue where university students had difficulty with what, to their
lecturers, was a relatively straightforward calculus application.
4 Stillman, Brown, & Galbraith
References
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Biehler, R., & Leiss, D. (Eds.). (2010). Empirical research on mathematical modelling
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applications in mathematics education - The 14th ICMI study. New York: Springer.
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Authors
Gloria Stillman, School of Education (Victoria), Aquinas Campus, Australian
Catholic University, PO Box 650, Ballarat, VIC 3350. Email:
<gloria.stillman@acu.edu.au>