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Creators/Authors contains: "Roan*, E"

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  1. ; (, International perspectives on the teaching and learning of mathematical modelling)
    In this chapter, we address the problem of why blockages occur during mathematization by introducing a method for studying mathematizing based in quantitative reasoning. We report on interview data with six tertiary STEM majors as they developed models of the population dynamics of cats and birds in a backyard habitat. Our analysis focused on real-world relationships participants tried to express when using a given arithmetic operation in a predator-prey modelling task. Our results reveal the conceptions of × participants used to justify their models when constructing an expression for the decrease in the bird population. We conclude by discussing the method’s utility for studying mathematization and with conjectures on how instructors might leverage participants’ justifications to scaffold their emergent models towards a conventionally correct model. 
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    Accepted Manuscript Full Text Available
  2. ; (, Proceedings of the International Group for the Psychology of Mathematics Education, North American Chapter)
    Accepted Manuscript Full Text Available
  3. ; (, International Congress Mathematics Education)
    null (Ed.)
    Accepted Manuscript Full Text Available
  4. ; ; (, roceedings of the 14th International Congress on Mathematical Education.)
    Accepted Manuscript Full Text Available