The Mathematization Process as Object-oriented Actions of a Modelling Activity System

Araújo, Jussara de Loiola; Lima, Fernando Henrique de

doi:10.1590/1980-4415v34n68a01

Cited by 4 publications

(1 citation statement)

References 15 publications

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“…• The current investigation focuses on mathematical modeling attitude scale using EFA, CFA and employing Rasch measurement model. (Araújo & Lima, 2020). Mathematical modelling is often concerned with utilising mathematics to analyse, explain, and comprehend things outside of the mathematical realm (Leung, 2019).…”

Section: Contribution To the Literaturementioning

confidence: 99%

Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Hidayat

Idris

Qudratuddarsi

et al. 2021

EURASIA J Math Sci Tech Ed

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This work sets out to examine the validity and reliability of the Mathematical Modeling Attitude Scale (MMAS), a instrument measuring teachers' attitude towards mathematical modeling. A cross-sectional survey research was utilised to describe the validity and reliability of the MMAS. The population of the present study focused on Malaysian mathematics teacher in primary and secondary schools (N = 171) and this was achieved using convenience sampling. Exploratory factor analysis (EFA), confirmatory factor analysis (CFA) and Rasch analysis were utilised in analysing the data in the present work. EFA revealed that the data from the teachers had a fourfactor structure: constructivism, relevance and real-life, understanding and motivation and interest. The CFA confirmed that the model fit indices established the four-factor structure of the first-and second-order model. Although the Rasch analysis generally supported the finding of EFA and CFA, there was still room for improvement in terms of the rating scale and DIF criterion.

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Section: Contribution To the Literaturementioning

confidence: 99%

Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Hidayat

Idris

Qudratuddarsi

et al. 2021

EURASIA J Math Sci Tech Ed

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The sub-dimensions of metacognition and their influence on modeling competency

Hidayat,

Hermandra,

Ying

2023

Humanit Soc Sci Commun

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Mathematical modeling is indeed a versatile skill that goes beyond solving real-world problems. Numerous studies show that many students struggle with the intricacies of mathematical modeling and find it a challenging and complex task. One important factor related to mathematical modeling is metacognition which can significantly impact expert and student success in a modeling task. However, a notable gap of research has been identified specifically in relation to the influence of metacognition in mathematical modeling. The study’s main goal was to assess whether the different sub-dimensions of metacognition can predict the sub-constructs of a student’s modeling competence: horizontal and vertical mathematization. The study used a correlational research design and involved 538 participants who were university students studying mathematics education in Riau Province, Indonesia. We employed structural equation modeling (SEM) using AMOS version 18.0 to evaluate the proposed model. The measurement model used to assess metacognition and modeling ability showed a satisfactory fit to the data. The study found that the direct influence of awareness on horizontal mathematization was insignificant. However, the use of cognitive strategies, planning, and self-checking had a significant positive effect on horizontal mathematization. Concerning vertical mathematization, the direct effect of cognitive strategy, planning, and awareness was insignificant, but self-checking was positively related to this type of mathematization. The results suggest that metacognition, i.e., awareness and control over a person’s thinking processes, plays an important role in modeling proficiency. The research implies valuable insights into metacognitive processes in mathematical modeling, which could inform teaching approaches and strategies for improving mathematical modeling. Further studies can build on these findings to deepen our understanding of how cognitive strategies, planning, self-assessment, and awareness influence mathematical modeling in both horizontal and vertical contexts.

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Modelación Matemática como Estrategia Didáctica: Una Perspectiva Procedimental de Formación Académica y Científica

Coa-Mamani,

Obregón-Ramos

2023

RTED

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Actualmente, a escala mundial los modelos matemáticos, más concretamente, la modelización o modelamiento matemático mediante herramientas digitales son fundamentales para determinar las características y el comportamiento de situaciones hipotéticas que se presentan ante la sociedad en general. El presente artículo científico tuvo por objetivo analizar el modelamiento matemático de una estrategia didacta desde una perspectiva procedimental de formación académica y científica. Su metodología se basó en el paradigma pospositivista bajo el método sistemático de revisión de literatura, de enfoque cualitativo, con un diseño bibliográfico de tipo descriptivo y de corte transversal. El instrumento utilizado se planteó de acuerdo con las directrices establecidas en la declaración PRISMA, tras el establecimiento de los criterios de inclusión y exclusión, se identificó una muestra total de 31 trabajos que se registraron en una matriz de síntesis, este instrumento de recopilación de datos sirvió para difundir el análisis de contenido. Además, se elaboró una ficha bibliográfica a modo de sistematización de los datos revisados. Esto permitió obtener una perspectiva amplia dentro de una estructura lógica de información. En conclusión, los beneficios de modelización matemática incluyen la representación de problemas, toma de decisiones, fórmulas y contenidos matemáticos que permiten simular procesos complejos, generar, verificar hipótesis, predecir; además, de la actividad para representar, manipular, comunicar objetos del mundo real y sugerir experimentos de prueba. Un modelo matemático debe reflejar la estructura causal del sistema en estudio, a la vez de ser capaz de predecir con precisión y eficiencia el resultado.

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The Mathematization Process as Object-oriented Actions of a Modelling Activity System

Cited by 4 publications

References 15 publications

Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

Validation of the Mathematical Modeling Attitude Scale for Malaysian Mathematics Teachers

The sub-dimensions of metacognition and their influence on modeling competency

Modelación Matemática como Estrategia Didáctica: Una Perspectiva Procedimental de Formación Académica y Científica

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