Tracing students' modeling processes in school

Nicholas Mousoulides, M. Pittalis, C. Christou, Bharath Sriraman

Research output: Chapter in Book/Report/Conference proceedingChapterpeer-review

6 Scopus citations


In this study, we report on an analysis of the mathematization processes of one 6th and one 8th grade group, with emphasis on the similarities and differences between the two groups in solving a modeling problem. Results provide evidence that all students developed the necessary mathematical constructs and processes to actively solve the problem through meaningful problem solving. Eighth graders who were involved in a higher level of understanding the problem presented in the activity employed more sophisticated mathematical concepts and operations, better validated and communicated their results and reached more efficient models. Finally, a reflection on the differences in the diversity and sophistication of the constructed models and mathematization processes between the two groups raises issues regarding the design and implementation of modeling activities in elementary and lower secondary school level.

Original languageEnglish
Title of host publicationModeling Students' Mathematical Modeling Competencies
Subtitle of host publicationICTMA 13
PublisherSpringer US
Number of pages11
ISBN (Print)9781441905604
StatePublished - 2010


  • Assessment
  • Authentic context
  • Competency/competencies
  • Mathematical modeling
  • Mathematization
  • Middle school
  • National Council of Teachers of Mathematics (NCTM)
  • Urban setting


Dive into the research topics of 'Tracing students' modeling processes in school'. Together they form a unique fingerprint.

Cite this