A Study on the teaching and curriculum development focused on mathematical modelling

小组讨论已被证明对学生获得促进建模的想法特别有效(Ikeda和Stephens，2001)。教师需要让学生有足够的时间通过单独解决问题或小组讨论来发展自己的思维。在整个课堂讨论中，教师可以帮助澄清学生之间的共同意见和不同意见，特别是通过提请注意学生之间相互矛盾的意见。事实证明，这在帮助学生重新评估自己的想法或挑战其他学生的想法方面是有价值的。老师的角色是帮助学生找出需要讨论的问题，利用学生之间相互矛盾或对立的观点，而不是告诉学生正确的答案。当老师一开始不能指出小学生中的反对意见时，老师有必要进一步探索学生的想法，以便更清楚地暴露相互冲突或反对的想法。

Group discussion has been shown to be particularly effective for students to derive ideas that promote modelling (Ikeda and Stephens, 2001). The teacher needs to allow students enough time to develop their own thinking through individual problem solving or small group discussion. In whole class discussion, the teacher can then help clarify shared opinions and different opinions from among students, in particular by drawing attention to conflicting opinions among students. This has been shown to be valuable in assisting students to re-evaluate their own ideas or to challenge ideas from other students. The teacher's role was to help students identify the issues that need to be discussed, drawing on conflicting or opposing opinions among students, not telling students the correct answer. When the teacher was unable at first to point to opposing opinions among small students, it was necessary for the teacher to probe students' thinking further so that conflicting or opposing ideas were exposed more clearly.