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Identifying Key Transition Activities for Enhanced Engagement in Mathematical Modelling

Three current interpretations of the term ‘mathematical modelling' as it is used in mathematics education are described. The modelling cycle appropriate to one of these interpretations forms the basis for research into blockages that emerge in the solution process for problems with real world connections. The development of a framework documenting key elements that enable (or disable) progress during transitions between phases in the modelling process is described, and a selection of elements illustrated. Associated implications for learning and teaching are discussed.


Galbraith, P., Stillman, G., & Brown, J. (2006). Identifying key transition activities for enhanced engagement in mathematical modelling. In P.Grootenboer, R. Zevenbergen, & M. Chinnappan (Eds.), Proceedings of the Twenty Ninth annual conference of the Mathematics Education Research Group of Australasia (MERGA) (Vol. 1, pp. 237-245).Adelaide: MERGA.








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