Fermi problems in primary mathematics classrooms: Fostering children’s mathematical modeling processes

This paper is based on the results of a 4-year study investigating primary pupils ’ real-world problem solving and modelling strategies. In order to foster and highlight cooperative mathematical modelling processes, different real-world related Fermi problems were given to three grade 3 and 4 classes. Interpretative analyses of all group work episodes from these classrooms suggest that while most groups did not develop and implement a solution plan, in most cases multiple modelling cycles led to highly appropriate solutions. Numerous studies in the last two decades have highlighted the difficulties pupils (and teachers) experience when dealing with real-world related word problems (e.g. see Verschaffel, Greer, & deCorte, 2000; Reed, 1999; de Lange, 1998). These difficulties are not only related to complex, non-routine problems but already occur with respect to routine problems that involve the application of a simple algorithm. Due to difficulties with the comprehension of the text and the identification of the “mathematical core ” of the problem, primary school children frequently engage in a rather arbitrary and random operational combination of the numbers given in the text. In doing so, they fail to acknowledge the relationship between the given data and the real-worl