This special issue of Mathematical Thinking and Learning describes models and modeling perspectives toward mathematics problem solving, learning, and teaching. The concern is not only the mature forms of models and modeling in communities of scientists and mathematicians, but also the need to initiate students in these forms of thought. The contributions of this issue suggest a variety of ways that students (children through adults) can be introduced to highly productive forms of modeling practices. Collectively, they illustrate how modeling activities often lead to remarkable mathematical achievements by students formerly judged to be too young or too lacking in ability for such sophisticated and powerful forms of mathematical thinking. The papers also illustrate how modeling activities often create productive interdisciplinary niches for mathematical thinking, learning, and problem solving that involve simulations of similar situations that occur when mathematics is useful beyond school.
Table of Contents
Volume 5, Numbers 2 & 3, 2003
Contents: R. Lesh, R. Lehrer, Models and Modeling Perspectives on the Development of Students and Teachers. A.J. Petrosino, R. Lehrer, L. Schauble, Structuring Error and Experimental Variation as Distribution in the Fourth Grade. R. Lesh, G. Harel, Problem Solving, Modeling, and Local Conceptual Development. R.Y. Schorr, K. Koellner-Clark, Using a Modeling Approach to Analyze the Ways in Which Teachers Consider New Ways to Teach Mathematics. R. Lesh, H.M. Doerr, G. Carmona, M. Hjalmarson, Beyond Constructivism.