A Science Need: Designing Tasks to Engage Students in Modeling Complex Data

Autor/inn/en	Lesh, Richard; Middleton, James A.; Caylor, Elizabeth; Gupta, Shweta
Titel	A Science Need: Designing Tasks to Engage Students in Modeling Complex Data
Quelle	In: Educational Studies in Mathematics, 68 (2008) 2, S.113-130 (18 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0013-1954
DOI	10.1007/s10649-008-9118-4
Schlagwörter	Mathematics Instruction; Comprehension; Data Analysis; Student Motivation; Mathematics Skills; Mathematical Models; Mathematical Concepts + Suchen Sie Ihr Suchwort? Mathematics lessons; Mathematikunterricht; Verstehen; Verständnis; Auswertung; Schulische Motivation; Mathmatics achievement; Mathematics ability; Mathematische Kompetenz; Mathematical model; Mathematisches Modell
Abstract	In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaputa's belief in a Science of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more applicable mathematical understanding. (Author).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2017/4/10