Abstract
This chapter explores the notion that the discourse of the mathematics classroom impacts on the practices that students engage when modelling mathematics. Using excerpts of a Year 12 student’s report on modelling Newton’s Law of Cooling, this chapter argues that when students engage with the discourse of their mathematics classroom in a manner that promotes the communication of ideas, they employ mathematical modelling practices that reflect the cyclical approaches to modelling employed by mathematicians.
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CITATION STYLE
Redmond, T., Brown, R., & Sheehy, J. (2013). Exploring the Relationship Between Mathematical Modelling and Classroom Discourse. In International Perspectives on the Teaching and Learning of Mathematical Modelling (pp. 349–360). Springer Science and Business Media B.V. https://doi.org/10.1007/978-94-007-6540-5_29
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