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2018 | OriginalPaper | Buchkapitel

2. Interdiciplinary Problem Oriented Project Work – a Learning Environment for Mathematical Modelling

verfasst von : Prof. Morten Blomhøj, Prof. Tinne Hoff Kjeldsen

Erschienen in: Evaluierte Lernumgebungen zum Modellieren

Verlag: Springer Fachmedien Wiesbaden

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Abstract

In this chapter, we analyze the problem oriented project work practiced at the Bachelor Study Program in Natural Science (Nat Bach) at Roskilde University (RU) as a learning environment for developing students’ mathematical modelling competence. The projects are conducted in a rather sophisticated and radical learning environment grounded on the four pedagogical key principles of problem orientation, participant directed group work, interdisciplinarity and exemplarity. We illustrate and discuss the interplay between the aim of developing the students’ modelling competence on the one hand and on the other hand the key principles of the project work and the learning environment in which this pedagogy is brought into life at Nat Bach. In particular, we focus on the role and function of the feedback in the supervision process, and the peer‐review seminars. Through the analyses we aim at contributing to the research on modelling in mathematics education especially regarding the importance of the students’ autonomy in the modelling process, the exemplarity of their work and the interdisciplinary nature of modelling.

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Vorheriges Kapitel Lernumgebungen: von der Forschung in die Praxis

Nächstes Kapitel Interdisziplinäre problemorientierte Projektarbeit – Eine Lernumgebung für mathematisches Modellieren

For a full description, analysis and discussion of the (rather turbulent) history of the establishment and development of the university within the broader context of higher education in Denmark at that time, it’s project pedagogy and it’s study programs, see Andersen and Heilesen (2015).

For a thorough description of the bachelor programs at RU and their developments see Blomhøj et al. (2015).

A more detailed description of the project work at Nat Bach including analyses of project examples representing the themes for each of the first three semesters can be found in Blomhøj and Kjeldsen (2009) and Kjeldsen and Blomhøj (2013).

This format of a project marked is discussed in details in Kjeldsen and Andersen (2015).

The students’ project report can be downloaded from http://rudar.ruc.dk/handle/1800/24969.

In Blomhøj and Kjeldsen (2006) we describe and analyse how problem oriented project work in mathematical modelling has been implemented on a smaller scale in upper secondary mathematics classrooms in a professional development course for high school mathematics teachers.

Andersen, A. S., & Heilesen, S. B. (2015). The Roskilde model: problem oriented learning and project work. In A. S. Andersen & S. B. Heilesen (Eds.), Innovation and change in professional education Vol. 12. Dordrecht: Springer.

Andersen, A. S., & Kjeldsen, T. H. (2015a). Theoretical foundations of PPL at Roskilde university. In The Roskilde model: problem-oriented learning and project work (pp. 3–16).

Andersen, A. S., & Kjeldsen, T. H. (2015b). A critical review of the key concepts in PPL. In The Roskilde model: problem-oriented learning and project work (pp. 17–36).

Blomhøj, M., & Højgaard, T. (2007). What’s all the fuss about competences? Experiences with using a competence perspective on mathematics education to develop the teaching of mathematical modelling. In W. Blum, et al. (Ed.), Modelling and applications in mathematics education. The 14th ICMI-study 14. (pp. 45–56). New York: Springer.CrossRef

Blomhøj, M., & Kjeldsen, T. H. (2006). Teaching mathematical modelling through project work – experiences from an in-service course for upper secondary teachers. ZDM – International Journal on Mathematics Education, 38(2), 163–177.CrossRef

Blomhøj, M., & Kjeldsen, T. H. (2009). Project organised science studies at university level: exemplarity and interdisciplinarity. ZDM – International Journal on Mathematics Education, 41(1–2), 183–198.CrossRef

Blomhøj, M., & Kjeldsen, T. H. (2010a). Learning mathematics through modelling – the case of the integral concept. In B. Sriraman, C. Bergsten, S. Goodchild, G. Pálsdóttir, B. Dahl & L. Haapasalo (Eds.), The first sourcebook on nordic research in mathematics education (pp. 569–582). Montana: Information Age Publishing.

Blomhøj, M., & Kjeldsen, T. H. (2010b). Mathematical modelling as goal in mathematics education – developing of modelling competency through project work. In B. Sriraman, C. Bergsten, S. Goodchild, G. Pálsdóttir, B. Dahl & L. Haapasalo (Eds.), The first sourcebook on nordic research in mathematics education (pp. 555–568). Montana: Information Age Publishing.

Blomhøj, M., & Kjeldsen, T. H. (2011). Students’ reflections in mathematical modelling projects. In G. Kaiser, W. Blum, R. Borromeo Ferri & G. Stillman (Eds.), Trends in teaching and learning of mathematical modelling. International perspectives on the teaching and learning (pp. 385–396). Dordrecht: Springer.CrossRef

Blomhøj, M., & Kjeldsen, T. H. (2013). Students’ mathematical learning in modelling activities. In G. Stillman, G. Kaiser, W. Blum & J. Brown (Eds.), Teaching mathematical modelling: connecting to research and practice. International perspectives on the teaching and learning (pp. 141–151). Dordrecht: Springer.CrossRef

Blomhøj, M., Enevoldsen, T., Haldrup, M., & Nielsen, N. M. (2015). The bachelor programs and the Roskilde model. In The Roskilde model: problem-oriented learning and project work (pp. 79–106).

Gudemand-Hoeyer, J., & Timmermann, S., et al. (2014). Patient-specific modeling of the neuroendocrine HPA-axies and its relation to depression: Ultradian and circadian oscillations. Mathematical Biosciences, 257, 23–32.MathSciNetCrossRefMATH

Illeris, K. (1981). Modkvalificeringens pædagogik [The pedagogy of counter-qualifications. Unge pædagogers skriftserie nr. B 28 [Young Educators’ Publications No. B 28]. Copenhagen: Munksgaard.

Kjeldsen, T. H., & Andersen, A. S. (2015). Case analysis of some critical factors in relation to learning outcomes of PPL: the formation of flint. In The Roskilde model: problem-oriented learning and project work (pp. 37–48).

Kjeldsen, T. H., & Blomhøj, M. (2013). Developing students’ reflections about the function and status of mathematical modeling in different scientific practices: history as a provider of cases. Science & Education, 22(9), 2157–2171.CrossRef

Niss, M., Blum, W., & Galbraith, P. (2007). Introduction. In W. Blum, et al. (Ed.), Modelling and applications in mathematics education. The 14th ICMI-study 14. (pp. 3–32). New York: Springer.CrossRef

Rasmussen, A. A. V., Niebuhr, A. S., Kristensen, A. F., Böttiger, E., Pedersen, S. F., & Larsen, S. M. (2015). Simulering af matematisk model for HPA-aksen. Second semester project at Nat Bach. Roskilde: Roskilde University.

Wagenschein, M. (1956). Zum Begriff des Exemplarischen Lehrens. Zeitschrift für Pädagogik, 2(3), 129–153.

Titel: Interdiciplinary Problem Oriented Project Work – a Learning Environment for Mathematical Modelling
verfasst von: Prof. Morten Blomhøj
Prof. Tinne Hoff Kjeldsen
Verlag: Springer Fachmedien Wiesbaden
Buch: Evaluierte Lernumgebungen zum Modellieren
Print ISBN: 978-3-658-20324-5

Electronic ISBN: 978-3-658-20325-2

Copyright-Jahr: 2018
DOI: https://doi.org/10.1007/978-3-658-20325-2_2

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