Modelling in the mathematics classroom.
Mathematics Teaching, 171 pp. 28–31.
This article describes my thinking about 'modelling' as a teaching technique in a mathematics classroom; it is not about mathematical modelling. I think this modelling process is very important as a way to help pupils learn and in this article I try to say why. I find it very difficult to define what I mean by using a model when teaching, although I, along with others, cheerfully say I used a 'model' here or they 'modelled' that process there. If modelling is a useful process in a classroom why is it useful? What is it useful for? What can you achieve by using a model? What is a model when used in a classroom anyway? This is my voyage of exploration.
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