n Learning and Teaching Mathematics - Equality is not always 'best'!

Volume 2013, Issue 14
  • ISSN : 1990-6811


As discussed in De Villiers (2007), the process of mathematical modeling essentially consists of three steps or stages as illustrated in Figure 1, namely (i) construction of the mathematical model, (ii) solution of the model, and (iii) interpretation and evaluation of the solution. Traditionally, much of schooling consisted of teaching learners how to solve given mathematical models such as linear, quadratic, trigonometric, exponential, and hyperbolic functions, hardly involving them at all in the and of these models from real world contexts, and much less on the solutions and how well they fit 'reality'. In short, it consisted of teaching mathematics largely disconnected from the real world.

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