A Theory of Mathematical Modelling in Technological Settings

Abstract

A theory of mathematical modelling in education is offered, based on Dewey’s description of inquiry. One aim is that a model provide a mapping between two stages of experience, rather than necessarily a mapping to a particular version of reality; a second aim is that it prepare students for further inquiry and reasoning experience. Two clinical interviews of students engaged in modelling provide examples of progress from an indeterminate to a determinate situation, and of modelling’s potential in differentiated instruction.