I’m evaluating some student work today and I’m struggling with the Achievement Chart for Mathematics (see page 28). In particular, this part of the Thinking category is bothering me:
Take a look at the first point in “Use of planning skills”, called “understanding the problem”, which includes “formulating and interpreting the problem” as an example of that skill.
Now look at “Use of processing skills” point “carrying out a plan”, which includes “modelling” as an example of that skill.
Are these different? In my mind (up until now, at least), “formulating and interpreting the problem” has meant representing a situation mathematically so that we can apply our other math skills to solving it. Isn’t “modelling” in the context of “carrying out the plan” sort of the same thing? Representing components of the problem mathematically? Is the difference just when it happens (i.e. formulating/interpreting is initial planning, and modelling is during the act of solving)?
I’m not trying to be pedantic here; I’m having trouble distinguishing between the different components of Thinking when I’m trying to assess and evaluate my students’ work. I could use some external thinking on this issue (and math evaluation in general, I suppose).
Please comment; I’d love to talk to you if you have ideas about this stuff.