Understanding Prospective Teachers’ Mathematical Modeling Processes in the Context of a Mathematical Modeling Course

The aim of this research is to investigate the effect of education on the mathematical achievement, problem-solving skills and the views of students on the 5E instructional model and the mathematical modelling method for the "Geometric Objects" unit. The students were randomly selected from the 8th grade of a secondary school in Northern Cyprus. One group was the experimental group to which the 5E instructional model applied, and mathematical modelling was applied to the other. As a data collection tool, the "Geometrical Objects Multiple Choice Achievement Test" was applied to the experimental groups. As a result of statistical analysis, it was seen that the teaching provided by the 5E Instructional Model in Experimental group 1 and the Mathematical Modelling Method in the Experimental group 2 increased the academic achievement of the students; however, the mathematical modelling method was more successful in the mathematical achievement and problem-solving skills of the students.

Section: Discussionsupporting

confidence: 79%

“…In addition, the lack of teachers' knowledge about the mathematical modelling method and their lack of experience in new teaching approaches leads them to not use this method in class (Zeytun et al, 2017). However, this model should be part of mathematics' education.…”

mentioning

confidence: 99%

Mathematics through the 5E Instructional Model and Mathematical Modelling: The Geometrical Objects

Tezer

Cumhur

2017

“…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

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.

“…The curriculum of these courses and their efficiency was studied by Brake & Geiger (2011), Kaiser, Schwarz & Buchholtz (2011), Zeytun, Cetinkaya & Erbas (2017. Modeling courses stimulate students' interest in mathematics, develop creativity, communication skills and solving practical problems (Carlson, Larsen & Lesh, 2013).…”

Section: Analysis Of International Studiesmentioning

confidence: 99%

Methodological Potential of Computer Experiment in Teaching Mathematics at University

Lin

Sokolova

Vlasova

2017

The study is relevant due to the opportunity of increasing efficiency of teaching mathematics at university through integration of students of computer experiment conducted with the use of IT in this process. The problem of there search is defined by a contradiction between great potential opportunities of mathematics experiment for motivating and developing modern scientific world outlook of students and beliefs about general methodology of cognition and between the lack of methodology for its implementation for teaching mathematics at university. The aim of the research is to explore methodological potential of computer experiment for improving the quality of teaching mathematics at university and to develop an appropriate methodology. The article describes student activities that allow using computer experiment for formation of individual research skills and skills of working with modern tools for solving theoretical and practical problems and presents methodology of studying certain sections of mathematical analysis including setting up problems that require experimental research of mathematical objects and their properties. The article may be used for content design of mathematics courses for raising motivation, preliminary studies of abstract notions, such as limit of a sequence and continuity, and organization of in-class, individual and research work of students aimed at exploring ways of scientific cognition and corresponding information technologies.