Modeling, simulation, and discrete mathematics have all been identified by professional mathematics education organizations as important areas for secondary school study. This classroom study focused on the components and tools for modeling and how students use these tools to construct their understanding of contextual problems in the content area of vectors and forces. The study was conducted in an integrated algebra, trigonometry, and physics class at an alternative public school with 17 students in grades 9 through 12. Computer models used by students were Interactive Physics and Function Probe. Results showed the emergence of four major themes related to student model building: (1) diversity in student approaches, (2) challenging of conventional notions of closure and completeness, (3) integration of the simulation environment as access to an expert's model, and (4) progressive complexity in student models. Contains 35 references. (MKR)
ملاحظات :
Paper presented at the Annual Meeting of the American Educational Research Association (San Francisco, CA, April 18-22, 1995).
Processing Request
No Comments.