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dc.contributor.authorVig, Rozy Brar
dc.contributor.authorMurray, Eileen Christina
dc.contributor.authorStar, Jon R
dc.date.accessioned2014-01-27T19:04:12Z
dc.date.issued2014
dc.identifier.citationVig, R., Murray, E., & Star, J.R. (2014). Model breaking points conceptualized. Educational Psychology Review.en_US
dc.identifier.issn1040-726Xen_US
dc.identifier.urihttp://nrs.harvard.edu/urn-3:HUL.InstRepos:11591712
dc.description.abstractCurrent 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.en_US
dc.language.isoen_USen_US
dc.publisherSpringer Verlagen_US
dash.licenseOAP
dc.titleModel breaking points conceptualizeden_US
dc.typeJournal Articleen_US
dc.description.versionAccepted Manuscripten_US
dc.relation.journalEducational Psychology Reviewen_US
dash.depositing.authorStar, Jon R
dc.date.available2014-01-27T19:04:12Z
dash.contributor.affiliatedMurray, Eileen
dash.contributor.affiliatedVig, Rozy Brar
dash.contributor.affiliatedStar, Jon


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