Model breaking points conceptualized

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Model breaking points conceptualized

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Title: Model breaking points conceptualized
Author: Vig, Rozy Brar; Murray, Eileen Christina; Star, Jon R

Note: Order does not necessarily reflect citation order of authors.

Citation: Vig, R., Murray, E., & Star, J.R. (2014). Model breaking points conceptualized. Educational Psychology Review.
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Abstract: Current curriculum initiatives (e.g. National Governors Association Center for Best Practices & Council of Chief State School Officers, 2010) advocate that models be used in the mathematics classroom. However, despite their apparent promise, there comes a point when models break, a point in the mathematical problem space where the model cannot, or arguable should not, be used. In this work, we explore the breaking point of the chip model for integer subtraction and the area model for fraction addition. Breaking is inevitable – either because no one model is robust enough to be applicable in a very large problem space and/or because the modifications required to keep the model functioning weaken or even eliminate its benefits. While models are often intended to serve as visual illustrations or embodiments of a concept, adaptions at the model breaking point can turn model use into nothing more than executing the graphical analogue to a not-well-understood procedure. The act of identifying model breaking points illuminates the affordances and constraints of the model. This provides students a unique opportunity to discriminate across mathematical models to develop a meta-level understanding of the relationship between models and the mathematics those models are intended to support.
Terms of Use: This article is made available under the terms and conditions applicable to Open Access Policy Articles, as set forth at http://nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of-use#OAP
Citable link to this page: http://nrs.harvard.edu/urn-3:HUL.InstRepos:11591712
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