Assessing Modelling Skills

Houston, Ken; Neill, Neville

doi:10.1533/9780857099549.4.153

Cited by 17 publications

(4 citation statements)

References 1 publication

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“…Each question asked for the next appropriate step at a specific phase in a modelling problem . This test was based on existing modelling tests designed and reworked by Haines and Crouch (2001) and Houston and Neill (2003).…”

Section: Methodsmentioning

confidence: 99%

What Is Known about Secondary Grades Mathematical Modelling --A Review

Stohlmann¹,

DeVaul²,

Allen³

et al. 2016

JMR

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Mathematical modelling is garnering more attention and focus at the secondary level in many different countries because of the knowledge and skills that students can develop from this approach. This paper serves to summarize what is it known about secondary mathematical modelling to guide future research. A targeted and general literature search was conducted and studies were summarized based on four categories: assessment data collected, unit of analysis studied, population, and effectiveness. It was found that there were five main units of analysis into which the studies could be categorized: modelling process/sub-activities, modelling competencies/ability, blockages/difficulties during the modelling process, students' beliefs, and construction of knowledge. The main findings from each of these units of analysis is discussed along with future research that is needed.

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Section: Methodsmentioning

confidence: 99%

What Is Known about Secondary Grades Mathematical Modelling --A Review

Stohlmann¹,

DeVaul²,

Allen³

et al. 2016

JMR

View full text Add to dashboard Cite

show abstract

“…The modelling cycle shows the complex process of working on context-related problems so that this is often challenging for pupils (cf. Galbraith & Stillman, 2006;Blum & Borromeo Ferri, 2009;Houston & Neill, 2003;Frejd & Ärlebäck, 2011). The complexity refers to technical, factual, and linguistic requirements (cf.…”

Section: State Of Art On Context-related Problems In Mathematics Educ...mentioning

confidence: 99%

The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings

2024

IICE Official Conference Proceedings

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ChatGPT has grown in popularity among educators over the past few months. The way we teach and learn could be completely changed by the implementation of artificial intelligence (AI) technology in schools. Therefore, the main goal of this study is to determine in-depth public perceptions of ChatGPT use in Chinese educational programs, particularly for college students. Moreover, it also aims to examine how using ChatGPT affects writing performances. The foundation of this study is the technology acceptance model and the connectivism learning theory. Mixed methods will be used in questionnaires and in-depth interviews to identify the most prevalent issues with Chat GPT use on the university campus, and to suggest inclusive education initiatives that can support a secure and productive learning environment for WKU students. Besides, 200 respondents, including students, professors, and staff at WKU, will make up the sample. This study is beneficial for professors who teach writing at Wenzhou Kean University because it demonstrates how to use Chat GPT correctly to enhance students' own writing abilities. Furt hermore, the future application of Chat GPT in China's educational system will greatly benefit from the findings of this study.

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“…Apart from the tests, a worker could also need to make a mathematically supported decision among a limited set of choices, with the risk of making a wrong one if the situation is not analyzed with care. (Houston and Neill, 2003) gave suggestions about how to assess modelling skills, basing them on a real experience at the University of Ulster, where students faced real-world problems, both in a third year industrial placement and in a return to university for their final year. This research emphasizes the connection of modelling with the real jobs.…”

Section: State Of the Art And Related Workmentioning

confidence: 99%

Basic Mathematical Modelling Competencies for Non-Stem Higher Education

2021

Proceedings of the 15th International Conference on E-Learning (EL 2021)

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The role of mathematical modelling pertains several disciplines, both STEM and non-STEM, and various fields: education, academy, work, everyday and social life. Despite its importance, it is not uncommon to see university students facing difficulties with the use of Mathematics to create models, even when mathematical entities that play a role in facing a problem belong to the study programs of secondary schools, and should thus be familiar also to students without a specific background in Mathematics. Difficulties can arise in various phases of modelling: in the comprehension of the problem, in the translation into mathematical formulas, in the resolution process or even in the interpretation of the results. In this paper, we give an analysis of an online test taken by 75 non-STEM students. The 10 questions of the test focused on specific items in mathematical modelling. During the test, students had to write down the reason why they chose a specific answer. The test allowed us to find and categorize the common errors students make and the phase in which it happens, suggesting actions in order to prevent them. Results show percentages of errors and discuss students' arguments.

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Assessing Modelling Skills

Cited by 17 publications

References 1 publication

What Is Known about Secondary Grades Mathematical Modelling --A Review

What Is Known about Secondary Grades Mathematical Modelling --A Review

The IAFOR International Conference on Education – Hawaii 2024 Official Conference Proceedings

Basic Mathematical Modelling Competencies for Non-Stem Higher Education

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