A science need: Designing tasks to engage students in modeling complex data |
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| Authors: | Richard Lesh James A Middleton Elizabeth Caylor Shweta Gupta |
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| Institution: | (1) School of Education, Indiana University, Bloomington, IN, USA;(2) Division of Curriculum and Instruction, Arizona State University, Box 871011, Tempe, AZ 85287-1011, USA |
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| Abstract: | In this information age, the capacity to perceive structure in data, model that structure, and make decisions regarding its
implications is rapidly becoming the most important of the quantitative literacy skills. We build on Kaput’s belief in a Science
of Need to motivate and direct the development of tasks and tools for engaging students in reasoning about data. A Science
of Need embodies the utility value of mathematics, and engages students in seeing the importance of mathematics in both their
current and their future lives. An extended example of the design of tasks that require students to generate, test, and revise
models of complex data is used to illustrate the ways in which attention to the contributions of students can aid in the development
of both useful and theoretically coherent models of mathematical understanding by researchers. Tools such as Fathom are shown
as democratizing agents in making data modeling more expressive and intimate, aiding in the development of deeper and more
applicable mathematical understanding.
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| Keywords: | Data modeling Mathematical applications Model eliciting activities Modeling Models Technology Visualization |
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