Grade 3 students’ mathematization through modeling: Situation models and solution models with mutli-digit subtraction problem solving

In considering mathematics problem solving as a model-eliciting activity (Lesh and Doerr, 2003, Lesh and Harel, 2003 and Lesh and Zawojewski, 2008), it is important to know what students are modeling for the problems: situations or solutions. This study investigated Grade 3 students’ mathematization process by examining how they modeled different types of multi-digit subtraction situation problems. Students’ modeling processes differed from one problem type to another due to their prior experiences and the complexity of the problems. This study showed that students make their own distinctions between solution and situation models in their mathematization process. Mathematics curricula and teaching should consider these distinctions to carefully facilitate different model development of and support student understanding of a content topic.

► The study examined Grade 3 students’ mathematization processes.
► Students modeled multi-digit subtraction problems.
► The processes differed due to their familiarity with and kinds of problems.
► Students made their own distinctions between solution and situation models.
► Curricula and teaching should consider the distinctions between the models.
► Different model development support student understanding of a content topic.