Raum M411, Mathematikgebäude

A framework to support successful implementation of mathematical modelling in the secondary school classroom has been developed from transition stages in the modelling process and the cognitive activities associated with these. This framework is used to analyse the implementation of a task with a Year 9 class of 21 students. The framework was suifficient to identify where blockages occurred but another construct “level of intensity” needed to be added to adequately describe the nature of blockages as some were more resistant to change than others. These more robust blockages appear to be different from other blockages in their nature and cognitive demand as they require the revision of mental schemes.

Frau Dr. Gloria Stilmann

University of Melbourne