An investigation of student working styles in a mathematical modelling activity

Abstract

Four groups of mathematics undergraduates were observed carrying out a mathematical modelling exercise of a familiar physical process (cooling of a cup of hot water). We found that students neither took time to reflect upon the physical process nor to reflect on the appropriateness of the model they produced. They also appeared to be much more prone to take an empirical approach to modelling. We recommend that classroom instruction should promote this reflection, to encourage a theoretical approach, that data logging equipment should not be available at the outset and that students should be encouraged to discuss and explore the physical situation.