A global survey of international perspectives on modelling in mathematics education

Kaiser, Gabriele; Sriraman, Bharath

doi:10.1007/bf02652813

Cited by 430 publications

(240 citation statements)

References 24 publications

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Section: Mathematical Modeling As a Bridge For Stem Educationmentioning

confidence: 99%

“…Although there is a rich research-based knowledge and experience on mathematical modeling in education, still it is difficult to describe a common understanding of the issues of mathematical modeling among educators (Erbaş, Kertil, Çetinkaya, Çakıroğlu, Alacacı & Baş, 2014;Kaiser, Blum, Borromeo Ferri, & Stillman, 2011;Kaiser & Sriraman, 2006;Galbraith, 2012). At first glance, the appearance of different perspectives of mathematical modeling can be found in the literature (Erbas et al, 2014;Kaiser & Sriraman, 2006). According to Julie and Mudaly (2007) and Erbaş et al (2014), there are two perspectives about the usage of mathematical modeling in teaching and learning mathematics that are seeing modeling as content in its own right and modeling as vehicle to teach mathematics.…”

Section: Mathematical Modeling As a Bridge For Stem Educationmentioning

confidence: 99%

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Mathematical Modeling: A Bridge to STEM Education

Kertil¹,

Gürel²

2016

IJEMST

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The purpose of this study is making a theoretical discussion on the relationship between mathematical modeling and integrated STEM education. First of all, STEM education perspective and the construct of mathematical modeling in mathematics education is introduced. A review of literature is provided on how mathematical modeling literature may contribute to theoretical conceptualization of STEM education by specifically addressing the professional competencies that teachers need. The discussion followed on how mathematical modeling activities and project-based learning contexts contribute to integrated STEM education by providing two research-based experiences, one of which is the model rocketry project carried out by pre-service physics teachers and the other one of which is a mathematical modeling activity solved by pre-service mathematics teachers.

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Section: Mathematical Modeling As a Bridge For Stem Educationmentioning

confidence: 99%

Section: Mathematical Modeling As a Bridge For Stem Educationmentioning

confidence: 99%

Mathematical Modeling: A Bridge to STEM Education

Kertil¹,

Gürel²

2016

IJEMST

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“…Within the discussion of mathematics education, there are various definitions of mathematical modeling (Kaiser & Sriraman, 2006). What modeling means in detail is mostly described by listing the steps of a so-called modeling process.…”

Section: Definition Of Mathematical Modelingmentioning

confidence: 99%

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Mischo

Maaß²

2013

Journal of Education and Training Studies

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This paper presents an intervention study whose aim was to promote teacher beliefs about mathematics and learning mathematics and student competences in mathematical modeling. In the intervention, teachers received written curriculum materials about mathematical modeling. The concept underlying the materials was based on constructivist ideas and findings from mathematics education. Teacher beliefs about mathematics, learning and self-efficacy were expected to have a major impact on their classroom practices. We therefore assessed teacher beliefs about the usefulness of mathematics, learning (constructivist and socio-constructivist beliefs) and teacher self-efficacy when teaching modeling (teacher or class level variable). The student level variables assessed were modeling competence and other individual factors, such as basic mathematical skills and cognitive abilities.The effectiveness of the intervention was measured in a pre-post control group design using multilevel structural equation modeling. The results showed no direct effect of the intervention on student modeling competence. However, they did reveal that the intervention had a significant effect on teacher beliefs about learning (constructivist and socio-constructivist view) and an effect of these teacher beliefs about learning on student modeling competence. Further, the results showed that students' gains in modeling competence is not only mediated by teacher beliefs, but also influenced by individual factors. Implications for teaching as well as limitations of the study are discussed.Keywords: teacher beliefs, teacher education, mathematical modeling, teacher training Theoretical Background IntroductionMathematical modeling means solving complex, realistic and open problems with the help of mathematics. Although mathematical modeling became part of the national German curriculum in 2004 and has been discussed among mathematics educators for decades, it is still rare in day-to-day teaching practice (Blum, 2002).In the present study, we wanted to know whether specially designed (written) curriculum materials for teachers support the development of students' modeling competences. We focused on the design of curriculum materials because materials -other than long-term teacher training -can reach many teachers easily and effectively. We designed mathematical modeling teaching materials for the target group of six grade students (age 11) because modeling is part of the curriculum for this grade. Teachers were asked to use these materials over a period of one school year. The effectiveness of the materials was evaluated in a pre-post control group design by means of a standardized test to assess student competences in mathematical modeling. We also assessed teacher beliefs before and after the intervention because it was expected that their beliefs play a mediating role in the effectiveness of the written materials.The main research questions of the study were:1. Does teacher use of curriculum materials directly influence student modeling competen...

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“…Investigaciones en modelación permiten observar que no hay homogeneidad frente a la comprensión del tema en sus fundamentos epistemológicos y frente a sus posibilidades en el aula de clase (Kaiser y Sriraman, 2006). Estas autoras muestran que las distintas perspectivas dan lugar a posturas variadas; además, presentan una categorización de seis (6) perspectivas: la realista o aplicada, la contextual, la educativa, la socio-crítica, la cognitiva y la epistemológica y teórica.…”

Section: Introductionunclassified

“…La perspectiva socio-crítica reportada por Kaiser y Sriraman (2006) destaca que las potencialidades de la modelación están no solo en enseñar y aprender matemáticas, sino también en la formación ciudadana de los estudiantes. En esa perspectiva, Barbosa (2006) sugiere el uso del término socio-crítico para referirse a una forma de ver la modelación en Educación Matemática, como un reconocimiento a las prácticas pedagógicas que comprenden los ambientes de aprendizaje como una oportunidad para que los estudiantes discutan la naturaleza y papel de los modelos matemáticos en la sociedad.…”

Section: Introductionunclassified

Interacciones y contribuciones. Formas de participación de estudiantes de quinto grado en ambientes de modelación matemática

Zapata

Villa-Ochoa

2016

Act. Inv. en Educ.

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La literatura internacional llama la atención sobre la importancia de promover espacios de participación en ambientes de aprendizaje de la matemática escolar; sin embargo la cantidad de investigaciones que se ocupe de estudiarla en ambientes de modelación en educación primaria es insuficiente. En este sentido, se desarrolló una investigación en la cual se indagó las maneras cómo un grupo de estudiantes participó en ambientes que incluían algunas características de la perspectiva socio-crítica de la modelación matemática, entre ellas, la posibilidad de negociación, de discusión y el cuestionamiento del rol de las matemáticas en los fenómenos y en la sociedad. La investigación fue cualitativa y en ella participaron 27 estudiantes de quinto grado (9-11 años) de una institución educativa de la Ciudad de Medellín. Para analizar la participación de los estudiantes se utilizaron entrevistas, observación participante y documentos. Se centró la atención en las manifestaciones orales y escritas, las acciones y las explicaciones de los estudiantes en dos (2) episodios ocurridos en ambientes de modelación matemática. Los resultados permitieron identificar que cuando los estudiantes se involucran en ambientes que promueven su participación, se comprometen con la descripción e interpretación de las situaciones a estudiar, la matematización de relaciones propias de la situación y la interpretación y el análisis de las soluciones propuestas. En consecuencia, se logró analizar y caracterizar las interacciones y las contribuciones como una forma de participación. Los resultados ofrecen una comprensión de la participación de los estudiantes en ambientes de modelación matemática, y por tanto, algunas nociones y aportes teóricos en Educación Matemática.

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A global survey of international perspectives on modelling in mathematics education

Cited by 430 publications

References 24 publications

Mathematical Modeling: A Bridge to STEM Education

Mathematical Modeling: A Bridge to STEM Education

The Effect of Teacher Beliefs on Student Competence in Mathematical Modeling – An Intervention Study

Interacciones y contribuciones. Formas de participación de estudiantes de quinto grado en ambientes de modelación matemática

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