Representation as a Vehicle for Solving and Communication

Abstract

Students in MS. Simpson's seventh-grade prealgebra class were challenged to use data to decide which of several class party plans was best. Because Takisha focused on price, she preferred using a table to justify her decision. Samantha used a written explanation to determine for herself which plan was best. Brandon's group used a table that indicated the price per person. However, when it came to convincing others of the best plan, some students chose other representations. For example, Brandon decided to use his graphing calculator to display linear graphs of the three plans. Melissa decided to use a triple bar graph. Tables, written explanations, rules, equations, and graphs were all important representations used to solve and communicate the results of the problem.

Altıncı Sınıf Öğrencilerinin Matematiksel Modellemede Oluşturdukları Gerçek Yaşam Problem Durumu Modelleri

“…As stated by Strauss and Corbin (1990), coding based on theoretical framework out of three different types of coding was employed. In this respect, the required coding and categorizing in the study were performed by considering the main components, steps and characteristics of mathematical modelling process proposed by Hıdıroğlu (2015), and different types of representations explained by Diezmann and English (2001), Elia, Gagutsis andDemetriu, 2007, Neria andAmit (2004), Preston and Garner (2003). In the process of data analysis, inter coder reliability formula (Miles & Huberman, 1994) was used and reliability between two coders was calculated as 92 %.…”

“…Bunlar; durağan resimler, yazılı semboller, somut nesneler, konuşma dili ve gerçek yaşam durumlarıdır. Alanyazında bazı çalışmalar (Diezmann ve English, 2001;Elia, Gagutsis ve Demetriu, 2007;Neria ve Amit, 2004;Preston ve Garner, 2003) herhangi bir üst kategorilendirmeye gitmeden, oluşturulabilecek farklı temsilleri; tablo, resim, sayısal, cebirsel, diyagram, grafik ve sembolik gibi farklı türlere ayırmaktadır. Montegue (2008) öğrencilerin oluşturdukları farklı temsilleri incelediği çalışmasında, resim ve şekil arasındaki farka önemli bir vurgu yapmaktadır.…”