An examination of pre-service mathematics teachers' approaches to construct and solve mathematical modelling problems

Bukova-Güzel, Esra

doi:10.1093/teamat/hrq015

Cited by 38 publications

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“…Moreover, they examined the assumptions, the validity of the mathematical models and the significance of the results obtained by solving the models in evaluating the solution. Although the biggest difficulty in the modelling process was the interpretation and validation (Blum, 2011, Bukova Güzel, 2011Eraslan & Kant, 2015, Hıdıroğlu, Tekin Dede, Kula & Bukova Güzel, 2014Maaß, 2006), it was understood that the students were able to demonstrate adequate approaches within the competencies. This was due to the fact that they were only focused on interpreting or validating with the atomistic approach.…”

Section: Discussionmentioning

confidence: 99%

“…Bunun yanında öğrencilerin sayısal sonuçları gerçek yaşam bağlamında ele alarak mantıklı olup olmadığını sorguladıkları da anlaşılmıştır. Modelleme sürecindeki en çok zorluk yaşanan aşamaların yorumlama ve doğrulama olduğu (Blum, 2011;Bukova Güzel, 2011;Eraslan & Kant, 2015;Hıdıroğlu, vd., 2014;Maaß, 2006) ifade edilmesine rağmen çalışmada öğrencilerin söz konusu yeterlikler kapsamında yaklaşımlar sergileyebildikleri görülmüştür. Bu durumun sebebi, kısmi yaklaşım sayesinde öğrencilerin yalnızca yorumlama veya doğrulamaya odaklanmış olmaları olarak düşünülmektedir.…”

Section: Tartişma Ve Sonuçunclassified

“…Özellikle ulusal alanda yapılan çalışmaların hemen hemen hepsi modellemeyi bütüncül olarak ele almakta ve farklı sınıf seviyesindeki öğrencilerin modelleme yaklaşımlarını modelleme sürecinin bütünü içerisinde incelemektedirler (Bukova Güzel, 2011;Eraslan & Kant, 2015;Hıdıroğlu, Tekin Dede, Kula & Bukova Güzel, 2014;Tekin Dede, 2016). Dolayısıyla bu çalışmada diğerlerinden farklı olarak öğrencilerin modelleme yeterlikleri kısmi yaklaşım çerçevesinde ele alınmaktadır.…”

Section: Introductionunclassified

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Modelleme Yeterlikleri ile Sınıf Düzeyi ve Matematik Başarısı Arasındaki İlişkilerin İncelenmesi

Dede¹

2017

İlköğretim Online

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Ayşe Tekin Dede, Dokuz Eylül Üniversitesi Buca Eğitim Fakültesi, ayse.tekin@deu.edu.tr ÖZ. Çalışmanın amacı ortaokul öğrencilerinin modelleme yeterlikleri ile sınıf düzeyi ve matematik başarıları arasındaki ilişkileri ve öğrencilerin modelleme yaklaşımlarını incelemektir. Çalışmaya 5., 6., 7, ve 8. sınıfta eğitim gören toplam 311 öğrenci katılmıştır. Öğrencilerin modelleme yeterliklerini belirlemeyi amaçlayan sorulara verdiği yanıtlar bir rubrik aracılığıyla analiz edilirken söz konusu ilişkileri belirlemek için istatistiksel analizler gerçekleştirilmiştir. Sınıf seviyesi arttıkça doğrulama dışındaki tüm yeterlik düzeyleri artmış ve matematik dersi başarısı yüksek olan öğrencilerin modelleme yeterlik düzeyleri de yüksek çıkmıştır. Öğrencilerin verilen probleme uygun varsayımları seçerek gerçek modeller oluşturdukları görülmüştür. Farklı gösterim şekillerinden faydalanarak matematiksel modeller oluşturan öğrenciler matematiksel modelleri çözerken hatalar yapmışlardır. Gerçek yaşamlarında karşılaşabilecekleri bir durumu yorumlamaya çalışan öğrenciler, doğrulama yaparken varsayımları, matematiksel modelleri ve ulaşılan sonuçların anlamlılığını değerlendirmişlerdir. Anahtar Sözcükler: Kısmi Yaklaşım, Matematik Başarısı, Modelleme Yeterliği, Sınıf Düzeyi ABSTRACT. The purpose of the study is to investigate the relationship between the elementary school students' modelling competencies and their class level and mathematics achievements, and examine their modelling approaches. 311 students from 5th, 6th, 7th and 8th grades participated in the study. While the responses of the students to the questions aiming at determining the modelling competencies were analysed by means of a rubric, the statistical analyses were performed to examine the relationships. As the class level increased, all the competency levels except the validity of the solution increased, and the students with high mathematics achievement level had higher level of modelling competencies. It was seen that they constructed real models by choosing appropriate assumptions. The students who constructed mathematical models by taking advantage of different forms of representations made mistakes in solving the models. The students who tried to interpret a situation that they could encounter in their real life assessed the assumptions, the mathematical models and the obtained results while validating. Keywords: Atomistic Approach, Mathematics Achievement, Modelling Competence, Class Level SUMMARY Purpose and Significance: Mathematical modelling is a process in which real life problems are brought into the mathematical world and solutions are developed, and the obtained mathematical solutions are returned to the real life context and validated and verified. The modelling competencies need to be improved in order for students to be successful in this process. Research suggests two different approaches as atomistic and holistic for the development of modelling competencies. While the majority of studies were holistic in the modelling process, the lack of studies ca...

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Section: Discussionmentioning

confidence: 99%

Section: Tartişma Ve Sonuçunclassified

Section: Introductionunclassified

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Modelleme Yeterlikleri ile Sınıf Düzeyi ve Matematik Başarısı Arasındaki İlişkilerin İncelenmesi

Dede¹

2017

İlköğretim Online

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“…The models constructed offered approximate solutions whereas some of them were not functional. It was stated that the modelers determined which models from the others were appropriate for expressing the situation was important (Bukova-Güzel, 2011;Yanagimoto, 2005). In this context, it should be provided that not functional models should be more functional by discussing with the student teachers.…”

Section: Conclusion Discussion and Implicationsmentioning

confidence: 99%

Mathematics Student Teachers’ Modelling Approaches While Solving the Designed Eşme Rug Problem

Hıdıroğlu

Dede

Ünver

et al. 2017

EURASIA J MATH SCI T

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The purpose of the study is to analyze the mathematics student teachers' solutions on the Eşme Rug Problem through 7-stage mathematical modelling process. This problem was designed by the researchers by considering the modelling problems' main properties. The study was conducted with twenty one secondary mathematics student teachers. The data were collected from the participants' written solutions related to the problem. To analyze the students' answers through mathematical modelling process, the researchers compiled 7-stage mathematical modelling process from the literature. It was observed that the problem created an appropriate process for mathematical modelling. While examining the solutions of the participants who were informed about this 7-stage mathematical modelling process, it was generally observed that their solution approaches toward the problem decreased while progressing in modelling stages.

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“…Morever, these problems can be used with literature, history, ecological sciences, physical sciences within an interdisciplinary context. Recently the studies on modelling have shown that modelling help students of all levels make sense of mathematical and scientific terms (Delice & Kertil, 2014, Bukova-Güzel, 2011Tekin-Dede, 2016;Hıdıroğlu at al., 2014;Tekin-Dede & Bukova-Güzel, 2014;Şahin & Eraslan, 2016).…”

Section: Models-and-modelling Perspectivementioning

confidence: 99%

Disiplinler Arası Modelleme Problemi Yoluyla Kavram Öğretimi: Enerji Tasarrufu Problemi

Güder¹,

Gürbüz²

2017

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ABSTRACT. The main purpose of this study is to see how students develop models and how they learn some particular scientific concepts with interdisciplinary modeling problem. For this purpose, researchers have developed "Energy Conservation Problem" which is an interdisciplinary modelling problem in collaboration with Science teacher. The problem was applied to 7th grade students in groups of 3-4 in an Eastern city of Turkey. In the process of interdisciplinary problem solving, students learned some terms about Science discipline and after interrelating these concepts, discussed which factors to include in their prospective models and how to quantify them. The models of the students were different from each other because of students' first exposure to such a process, different way of thoughts in the groups and inherent complexity of the modelling problems.

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An examination of pre-service mathematics teachers' approaches to construct and solve mathematical modelling problems

Cited by 38 publications

References 0 publications

Modelleme Yeterlikleri ile Sınıf Düzeyi ve Matematik Başarısı Arasındaki İlişkilerin İncelenmesi

Modelleme Yeterlikleri ile Sınıf Düzeyi ve Matematik Başarısı Arasındaki İlişkilerin İncelenmesi

Mathematics Student Teachers’ Modelling Approaches While Solving the Designed Eşme Rug Problem

Disiplinler Arası Modelleme Problemi Yoluyla Kavram Öğretimi: Enerji Tasarrufu Problemi

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