In this paper, we present an analysis of written productions of 16 year-old students while solving Estimation Problems involving Big Numbers (EPiBN). This kind of problems is a particular type of Fermi problems and allows us to introduce modelling processes in Secondary school classrooms. Our analysis supports on the characterization of mathematical models developed by students based on the model definition of Lesh and Harel. The results show that, through the analysis of EPiBN resolutions, differentiating aspects can be distinguished between the models produced by students without modelling experience of those produced by students with prior experience, especially in the concepts and language used to shape the built mathematical models.
|Translated title of the contribution||Analysis of Mathematical Models Produced when Solving Fermi Problems|
|Journal||Bolema - Mathematics Education Bulletin|
|Publication status||Published - 1 Jan 2017|
- Fermi problems
- Modelling tasks
- Secondary school