Abstract
In this chapter we present illustrative examples from school learners’ modelling efforts to highlight how knowledge of extra-mathematical contexts can influence students’ mathematical practices during various phases in the mathematical modelling cycle. We propose that future research may need to focus on how to constructively utilize students’ intuitions drawn from their personal and cultural backgrounds to advance their modelling cognition.
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Manouchehri, A., Lewis, S.T. (2017). Reconciling Intuitions and Conventional Knowledge: The Challenge of Teaching and Learning Mathematical Modelling. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_9
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DOI: https://doi.org/10.1007/978-3-319-62968-1_9
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