Model eliciting environments as "nurseries" for modeling probabilistic situations

Miriam Amit, Irma Jan

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

1 Scopus citations

Abstract

This study presents an extension of model-eliciting problems into model-eliciting environments which are designed to optimize the chances that significant modeling activities will occur. Our experiment, conducted in such an environment, resulted in the modeling of a probabilistic situation. Students in grades 6-9 participated in competitive games involving rolling dice. These tasks dealt with the concept of fairness, and the desire to win connected students naturally to familiar "real life" situations. During a "meta-argumentation" process, results were generalized, and a model was formed. In this case, it was a model describing a "fair game" created by the differential compensation of different events to "even the odds". The strength of this model can be seen in its ability to first reject preexisting knowledge which is partial or incorrect, and second to verify the knowledge that survives the updating and refining process. Thus, a two-directional process is created-the knowledge development cycles lead to a model, and the model helps to retroactively examine the knowledge in previous stages of development.

Original languageEnglish
Title of host publicationModeling Students' Mathematical Modeling Competencies
Subtitle of host publicationICTMA 13
PublisherSpringer US
Pages155-166
Number of pages12
ISBN (Print)9781441905604
DOIs
StatePublished - 1 Dec 2010

Keywords

  • Cycle
  • Developmental stage
  • Eliciting environment
  • Games
  • Learning community/communities
  • Learning environments
  • MEA design principles
  • Model
  • Model eliciting activity
  • Motivation
  • Scaffold

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