Evolving Communities of Mind-In Which Development Involves Several Interacting and Simultaneously Developing Strands

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Modeling conceptions revisited (2006, background): “Furthermore, in recent years, researchers have produced a great deal of evidence showing that learning is far more piecemeal, situated (Lave & Wenger, 1991), socially mediated (Wenger, 1998), and multi-dimensional (Lesh & Yoon, 2004) than most currently popular theories have us to believe.”
Modeling in Engineering: The Role of Representational Fluency in Students' Conceptual Understanding (2013, background): “So, progress in finding solutions involves sorting out, integrating, modifying, and adapting immature interpretations of problem-solving situations – not simply expressing, testing, and revising a single model (Lesh & Doerr, 2012; Lesh & Yoon, 2004).”
Seeing an Exercise as a Single Mathematical Object: Using Variation to Structure Sense-Making (2006, background): ““Model-eliciting activities” (Lesh & Yoon, 2004) harness this kind of response to promote learners’ engagement with mathematical ideas through making sense of mathematically complex problematic situations.”
A Modeling Perspective on the Teaching and Learning of Mathematical Problem Solving (2008, background): “The role of context is very important in mathematical modeling, since modeling requires a context in which to frame the problem and apply the mathematics (Lingefjärd, 2006). There are many reasons to argue that the role of context is important and is being encouraged in teaching mathematics, and mat”