Mathematical modelling in Dutch textbooks: is it genuine mathematical modelling?

B. Zwaneveld, J.C. Perrenet, C.W.A.M. van Overveld, V.A.J. Borghuis

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

1 Citation (Scopus)

Abstract

n this chapter, we analyse the two most frequently used Dutch mathematics textbooks for upper secondary schools in order to determine to what extent the tasks in these textbooks meet the criteria we have set for genuine mathematical modelling: does a modelling task have a modelling purpose, and do the students have to perform characteristic modelling activities? The criterion of having a modelling purpose stems from a modelling course in tertiary education by the last two authors. For the characteristic modelling activities, we used the research of the first two authors. Only a very small percentage of the analysed tasks meets the criteria. So, there is hardly any genuine mathematical modelling in the two textbooks, although it is explicitly mentioned in the formal curriculum.
Original languageEnglish
Title of host publicationMathematical modelling and applications
Subtitle of host publicationCrossing and Researching Boundaries in Mathematics Education
EditorsGloria Ann Stillman, Werner Blum, Gabriele Kaiser
Place of PublicationCham
PublisherSpringer
Chapter42
Pages503-514
ISBN (Electronic)978-3-319-62968-1
ISBN (Print)978-3-319-62967-4
DOIs
Publication statusPublished - 2017

Publication series

NameInternational Perspectives on the Teaching and Learning of Mathematical Modelling
PublisherSpringer

Keywords

  • Genuine mathematical modelling
  • Dutch secondary mathematics textbooks
  • Modelling purposes
  • Characteristic modelling activities
  • Problem solving and mathematical modelling
  • Conceptual development and mathematical modelling

Fingerprint Dive into the research topics of 'Mathematical modelling in Dutch textbooks: is it genuine mathematical modelling?'. Together they form a unique fingerprint.

Cite this