Seeking Diversity in Mathematics Education: Mathematical Modeling in the Practice of Biologists and Mathematicians |
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| Authors: | Smith Erick Haarer Shawn Confrey Jere |
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| Institution: | (1) College of Education M/C 147, University of Illinois at Chicago, 1040 W. Harrison, Chicago, IL, 60607, U.S.A;(2) 197 Hillside Avenue, Rochester, NY, 14610, U.S.A.;(3) Department of Education, Cornell University, Kennedy Hall, Ithaca, NY, 14853, U.S.A |
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| Abstract: | Although reform efforts in mathematics education have called for more diverse views of mathematics, there have been few studies of how mathematics is used and takes form in practices outside of mathematics itself. Thus legitimate diverse models have largely been missing in education. This study attempts to broaden our understanding of mathematics by investigating how applied mathematicians and biologists, working together to construct dynamic population models, understand these models within the framework of their perspective practices, that is how these models take on a role as 'boundary objects' between the two practices. By coming to understand how these models function within the practice of biology, the paper suggests that mathematics educators have the opportunity both to reevaluate their own assumptions about modeling and to build an understanding of the dialectic process necessary for these models to develop an epistemological basis that is shared across practices. Investigating this dialectic process is both important and missing in most mathematical classrooms.1 |
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