Models and Modeling Perspectives on the Development of Students and Teachers

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Not Everything Is Proportional: Effects of Age and Problem Type on Propensities for Overgeneralization (2005, background): “…proportional relations), immediate emphasis should also be laid on these concepts’capacity of describing, interpreting, predicting, and explaining situations, paying much attention to the “fitness” of models for specific situations (Lesh & Lehrer, 2003; Usiskin, 2004; Verschaffel et al., 2000).”
Levels of mathematical creativity in model-eliciting activities (2014, methodology): “…classroom could progress and how to make sense of children’s thinking, their understanding of and teaching competencies in mathematical modelling are developed: “Expertise in teaching involves the development of powerful conceptual tools for making sense of students’ work” (Lesh & Lehrer 2003:11).”
A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving (2008, background): “…moves beyond traditional problem solving experiences, by addressing the processes, developments and models students require in working with increasingly sophisticated systems and applying their models and solutions in a range of similar structure problems (Lesh & Lehrer, 2003; English, 2003).”