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Mathematical Modelling and Applications pp 83–94Cite as

The Primacy of ‘Noticing’: A Key to Successful Modelling

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Abstract

The notion of productive modelling-oriented noticing (pMON) is proposed within an anticipatory metacognition framework for the implementation of successful modelling. pMON involves modellers noticing what is important (or not) in order to generate strategies for responding to, or initiating, activities necessary for successful engagement in modelling. In this chapter, we address the question: How does ‘noticing’ feature as an enabler and a displayer of modelling ability? From student work at an extra-curricular event, we identify global and specific noticing of a strategic and explanatory nature, which evidences anticipatory aspects of mental activity taking place during modelling, and illustrate a coding system for identifying and labelling components of pMON.

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Authors and Affiliations

  1. School of Education, University of Queensland, Brisbane, QLD, 4072, Australia

    Peter Galbraith

  2. Faculty of Education and Arts, Australian Catholic University, 1200 Mair Street, Ballarat, VIC, 3350, Australia

    Gloria Ann Stillman

  3. School of Education (Melbourne), Australian Catholic University, Level 1, 250 Victoria Pde, East Melbourne, VIC, 3002, Australia

    Jill P. Brown

Authors
  1. Peter Galbraith
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  2. Gloria Ann Stillman
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  3. Jill P. Brown
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Corresponding author

Correspondence to Peter Galbraith .

Editor information

Editors and Affiliations

  1. Australian Catholic University, Ballarat, Victoria, Australia

    Gloria Ann Stillman

  2. University of Kassel, Kassel, Germany

    Werner Blum

  3. University of Hamburg, Hamburg, Germany

    Gabriele Kaiser

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Galbraith, P., Stillman, G.A., Brown, J.P. (2017). The Primacy of ‘Noticing’: A Key to Successful Modelling. In: Stillman, G., Blum, W., Kaiser, G. (eds) Mathematical Modelling and Applications. International Perspectives on the Teaching and Learning of Mathematical Modelling. Springer, Cham. https://doi.org/10.1007/978-3-319-62968-1_7

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  • DOI: https://doi.org/10.1007/978-3-319-62968-1_7

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  • Publisher Name: Springer, Cham

  • Print ISBN: 978-3-319-62967-4

  • Online ISBN: 978-3-319-62968-1

  • eBook Packages: EducationEducation (R0)

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