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Mathematical Modeling
Experiences for Mathematical
Development in Children
Chun Ming Eric Chan
Mathematical process components such as mathematical reasoning, communications and making connections, and application and modeling have just been introduced into the Singapore Mathematics Curriculum Framework (SMCF). The revised curriculum now recommends that the development of, and engagement in, these processes be “part of the learning at all levels” (MOE, 2007, p. 14), including primary school. This move cannot be considered merely a minor revision, because enacting the intended curriculum requires pedagogical approaches that contrast sharply with traditional teaching. For children to be able to reason and communicate their mathematical ideas, to make connections, and even to develop representational models conceptually and mathematically, will require the promotion of appropriate classroom conditions for these processes to take place in a constructive manner.
In an effort to determine how young learners would respond to newer pedagogic approaches, I have designed several model-eliciting activities for small collaborative groups of pupils. I adopted a problem-based learning (PBL) approach, because the model-eliciting tasks were in many ways characteristic of the type of tasks suitable for PBL settings. Such tasks are complex; authentic; able to trigger critical and metacognitive thinking; and require iterative processes and decision-making moments (Tan, 2003; Uden & Beaumont, 2006).
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Mathematical Modeling