Titlebook: Affect in Mathematical Modeling; Scott A. Chamberlin,Bharath Sriraman Book 2019 Springer Nature Switzerland AG 2019 Pinel.Binet.mathematic

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Chapter 4: Engagement Structures and the Development of Mathematical Ideasnts in the same classroom, depending upon the social context. At times, changes in mathematical ideas preceded shifts in engagement, and vice-versa. Aside from the within student differences, our research provides an example of how, within the same classroom, students can have very different engagement and mathematical experiences.

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Commentary on Affect, Cognition and Metacognition in Mathematical Modellingh provide powerful insights to analyze mathematical modelling in terms of affect, cognition, and metacognition. Particularly, I use the sociocultural and sociocritical lens to discuss the ideas presented by the authors and to propose other questions.

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Chapter 4: Engagement Structures and the Development of Mathematical Ideass. The engagement structure construct (Goldin et al. 2011) is a way to account for and describe the complex dynamical interactions that recur as students solve mathematical problems. Our research is focused on a group of eighth grade students solving a problem in a group setting in an urban district

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The What and the Why of Modelingcal modeling and why some kinds of mathematical models – the ones that are explanatory in nature – are preferable for educational research to the kinds of taxonomic or statistical models that describe components of a system but fail to say how they work. I then turn to the Teaching for Robust Unders

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Engaging Students in Mathematical Modeling: Themes and Issues to affect and mathematical modeling that cut across the chapters: social engagement, short-term vs. long-term engagement, the importance of context, the development of theory, and the extent to which the claims made in the chapters are specific to modeling as opposed to mathematics teaching in gene