Faces of mathematical modeling

Lingefjärd, Thomas

doi:10.1007/bf02655884

Cited by 60 publications

(35 citation statements)

References 6 publications

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“…Burkhardt and Pollak (2006), considering mathematical modeling as an element of school curricula, show that modeling makes a significant contribution to the mathematical literacy of future citizens and professionals. The problems of modeling are also discussed by Lester and Kehle (2003), Lesh and Doerr (2003), Lingefjard (2006), Zeytun, Cetinkaya and Erbas (2017). Blomhoj and Hoff Kjeldsen (2006) describe the experiment on conducting a series of seminars on the creation of projects in the field of mathematical modeling in the upper grades of the gymnasium.…”

Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Teaching of Mathematical Modeling Elements in the Mathematics Course of the Secondary School

Krutikhina

Vlasova

Galushkin

et al. 2018

EURASIA J MATH SCI T

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The urgency of the problem under investigation is due to the role of mathematical modeling in modern science and human practice, which requires the acquaintance of students with the elements of this process at the early stages of education. Training of mathematical modeling shows the students how to apply mathematics in real life, which is also a motivation for learning the subject. The purpose of the research is to identify elements of mathematical modeling that can and should be appropriately formed at the secondary school. The leading method of the research is the analysis of the structure of the mathematical modeling process and the development of a system of tasks aimed to form training activities that are adequate to the identified elements. The authors offer to use the system of changed tasks contained in school mathematics textbooks. The article proves the necessity of acquaintance of schoolchildren with the structure of the process of mathematical modeling, features of models, purpose of their use. As a result of the research, the authors present a model of the system of problems aimed to form elements of mathematical modeling relating to the stages of formalization and interpretation. The methodology proposed in the article can be used by mathematics teachers at lessons and elective courses, authors of textbooks and manuals, and also can be the basis for special courses for students of pedagogical universities.

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Section: Contribution Of This Paper To the Literaturementioning

confidence: 99%

Teaching of Mathematical Modeling Elements in the Mathematics Course of the Secondary School

Krutikhina

Vlasova

Galushkin

et al. 2018

EURASIA J MATH SCI T

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“…In this perspective, mathematical modeling is seen as a basic competency, and the aim of teaching mathematics is to equip students with this competency to solve real-life problems in mathematics and in other disciplines (Blomhøj & Jensen, 2007;Blum, 2002;Crouch & Haines, 2004;Haines & Crouch, 2001;Izard, Haines, Crouch, Houston, & Neill, 2003;Lingefjard, 2002a;Lingefjard & Holmquist, 2005). In this approach, initially, mathematical concepts and mathematical models are provided and later these ready-made concepts or models are applied to real-world situations (i.e., mathematics " reality) (Lingefjard, 2002a(Lingefjard, , 2002b(Lingefjard, , 2006Niss et al, 2007). Mathematical models and concepts are considered as already existing objects (Gravemeijer, 2002).…”

Section: Modeling As the Purpose Of Teaching Mathematicsmentioning

confidence: 99%

Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

Erbaş¹,

Kertil²,

Çetinkaya³

et al. 2014

ESTP

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Mathematical modeling and its role in mathematics education have been receiving increasing attention in Turkey, as in many other countries. The growing body of literature on this topic reveals a variety of approaches to mathematical modeling and related concepts, along with differing perspectives on the use of mathematical modeling in teaching and learning mathematics in terms of definitions of models and modeling, the theoretical backgrounds of modeling, and the nature of questions used in teaching modeling. This study focuses on two issues. The first section attempts to develop a unified perspective about mathematical modeling. The second section analyzes and discusses two approaches to the use of modeling in mathematics education, namely modeling as a means of teaching mathematics and modeling as an aim of teaching mathematics.

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“…Matematik tarihine bakıldığında birçok matematik konusunun gerçek yaşam problemlerine çözüm arayışı sayesinde geliştiği görülür (Erdem, Gürbüz & Duran, 2011 (Lesh ve Sriraman, 2005;Lingefjärd, 2006).…”

Section: Introductionunclassified

Beşinci Sınıf Matematik Uygulamaları Dersi Öğretim Materyalinin Model Oluşturma Etkinliği Tasarlama Prensiplerine Uygunluk Düzeyinin İncelenmesi

Doruk

2019

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Various methods have been proposed from the past to the present in order to connect mathematics with real life, to provide learning by experience and to educate individuals who can use mathematics in their lives. Model eliciting activities (MOE) have also been developed as a tool to satisfy this need and are powerful to serve this purpose. One of the factors underlying the suitability of MOE for this purpose is the principles to be considered when developing these activities. The aim of the study was to determine the level of suitability of 36 problem solving activities in the 5th grade mathematics applications course teaching material to the principles to be taken into consideration when designing the useful MOE. In order to control the suitability of an activity with the principles, a form was formed with 19 criteria. Then, the qualitative data obtained by using this form were quantified and descriptive analysis was performed. As a result, when the activities in the teaching material are considered in general, it is seen that the level of providing the MOE design principles is over the medium level. It was determined that the principles with the lowest level of suitability were "model generalization" and "model construction". The activities that are below the average level, providing the MOE design principles, were examined in detail and the criteria that these activities were weak to meet were determined and suggestions are made in terms of designing stronger activities in future updates.

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Faces of mathematical modeling

Cited by 60 publications

References 6 publications

Teaching of Mathematical Modeling Elements in the Mathematics Course of the Secondary School

Teaching of Mathematical Modeling Elements in the Mathematics Course of the Secondary School

Mathematical Modeling in Mathematics Education: Basic Concepts and Approaches

Beşinci Sınıf Matematik Uygulamaları Dersi Öğretim Materyalinin Model Oluşturma Etkinliği Tasarlama Prensiplerine Uygunluk Düzeyinin İncelenmesi

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