%0 Journal Article %1 noss1996vmm %A Noss, Richard %A Hoyles, Celia %D 1996 %I Springer %J International Journal of Computers for Mathematical Learning %K banking design learning logo mathematics modelling visualization %N 1 %P 3-31 %T The visibility of meanings: Modelling the mathematics of banking %U http://mail.google.com/mail/?ui=2&zx=ivnqv483j7rx&shva=1#inbox/11f40c12ebff3d73 %V 1 %X If mathematical meanings play an important role in empowering individuals in the workplace and outside, there should surely be implications for mathematical education. How, for example, can 'academic' mathematics be linked to working life? The classical (but, in our view, wrong) way of looking at the problem is that schooling is induction into decontextualised forms of mathematical knowledge which are 'applied' to a variety of settings in later life. This is the answer given by those who see mathematical modelling in school as involving the idealisation and simplification of a situation in order that it can be mathematised, and thus broken from its 'non-mathematical' referents. In this scenario, 'real-life' settings become 'motivational', and problems are surrounded by contextual clutter, to be cleared away at the earliest opportunity in order to reveal the 'real' — i.e. mathematical — structure of the problem. In theory at least, students who have mastered the mathematised relations in this way will be able to 'transfer' this knowledge by applying it to other settings.

@article{noss1996vmm, abstract = {If mathematical meanings play an important role in empowering individuals in the workplace and outside, there should surely be implications for mathematical education. How, for example, can 'academic' mathematics be linked to working life? The classical (but, in our view, wrong) way of looking at the problem is that schooling is induction into decontextualised forms of mathematical knowledge which are 'applied' to a variety of settings in later life. This is the answer given by those who see mathematical modelling in school as involving the idealisation and simplification of a situation in order that it can be mathematised, and thus broken from its 'non-mathematical' referents. In this scenario, 'real-life' settings become 'motivational', and problems are surrounded by contextual clutter, to be cleared away at the earliest opportunity in order to reveal the 'real' — i.e. mathematical — structure of the problem. In theory at least, students who have mastered the mathematised relations in this way will be able to 'transfer' this knowledge by applying it to other settings.}, added-at = {2009-02-04T11:31:32.000+0100}, author = {Noss, Richard and Hoyles, Celia}, biburl = {https://www.bibsonomy.org/bibtex/263f535ec3d0ef7b5e27d93ea776d8a14/yish}, interhash = {916c1b7902be5f9b5a9eb1a738e689b1}, intrahash = {63f535ec3d0ef7b5e27d93ea776d8a14}, journal = {International Journal of Computers for Mathematical Learning}, keywords = {banking design learning logo mathematics modelling visualization}, number = 1, pages = {3-31}, publisher = {Springer}, timestamp = {2009-02-04T11:31:32.000+0100}, title = {The visibility of meanings: Modelling the mathematics of banking}, url = {http://mail.google.com/mail/?ui=2&zx=ivnqv483j7rx&shva=1#inbox/11f40c12ebff3d73}, volume = 1, year = 1996 }