Fostering Studentâs Mathematical Literacy through Mathematical Modelling Tasks

Peter Frejd; Jonas Bergman ÃrlebÃ¤ck; Pauline Vos

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Chapter 8 Fostering Studentâs Mathematical Literacy through Mathematical Modelling Tasks

äºInternational Perspectives on Teaching and Learning for Mathematical Literacy

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Peter Frejd

Peter Frejd
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Jonas Bergman ÃrlebÃ¤ck

Jonas Bergman ÃrlebÃ¤ck
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Pauline Vos

Pauline Vos
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Page Range:: 178â203

DOI:: https://doi.org/10.1163/9789004710962_008

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Abstract

In this chapter, we compare mathematical modelling and mathematical literacy, and explore mathematical modelling tasks as a means for fostering studentsâ mathematical literacy. We draw on our own research on three different classroom-based mathematical modelling tasks in different contexts that yielded rich and varied student activities. We analyse the tasks in light of five components of mathematical literacy: developing human capital, maintaining cultural identity, pursuing social change, creating environmental awareness, and evaluating mathematical applications. These five components can be used to enact or evaluate teaching that fosters studentÅ mathematical abilities to participate effectively and democratically in society in a productive and critical manner. We use these five components to evaluate how the three modelling tasks can foster mathematical literacy. The results show that all components came to the fore in at least one of the three analysed modelling tasks. More generally, our approach to evaluating mathematical modelling tasks serves as an illustration for teacher educators and teachers concerning how they can analyse modelling tasks to foster mathematical literacy.

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International Perspectives on Teaching and Learning for Mathematical Literacy

ä¸ç¼ï¼ Mathematics Teaching and Learning, å·ï¼ 6

ISBN:: 9789004710962

åºçç¤¾:: Brill

å°å·åºçæ¥æ:: 13 Sep 2024

Subjects
- Education
  - Mathematics Education

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Chapter 8 Fostering Studentâs Mathematical Literacy through Mathematical Modelling Tasks

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