Mathematical Modelling in Dutch Textbooks Is it genuine mathematical modelling?

G. Zwaneveld*, J. Perrenet, K. Van Overveld, T. Borghuis

*Corresponding author for this work

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

Abstract

In 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 International Publishing AG
Pages503-514
Number of pages12
Edition1
ISBN (Electronic)978-3-319-62968-1
ISBN (Print)978-3-319-62967-4
DOIs
Publication statusPublished - 2017

Publication series

SeriesInternational Perspectives on the Teaching and Learning of Mathematical Modelling

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  • Cite this

    Zwaneveld, G., Perrenet, J., Van Overveld, K., & Borghuis, T. (2017). Mathematical Modelling in Dutch Textbooks Is it genuine mathematical modelling? In G. A. Stillman, W. Blum, & G. Kaiser (Eds.), Mathematical Modelling and Applications: Crossing and Researching Boundaries in mathematics Education (1 ed., pp. 503-514). Springer International Publishing AG. International Perspectives on the Teaching and Learning of Mathematical Modelling https://doi.org/10.1007/978-3-319-62968-1_42