Using dynamic mathematics software to model a real-world phenomenon in the classroom

Çekmez, Erdem

doi:10.1080/10494820.2019.1674882

Cited by 5 publications

(5 citation statements)

References 25 publications

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“…The intervention in the study consists of giving PSTs opportunities to practice mathematical problems by modeling or using ICT, with the assumption that this would improve their problem-solving skills, which was then found to be the case (see also Bal & Doganay, 2014;Cekmez, 2020). Generally, studies found the interventions successful, a common trend in teacher education according to previous reviews (Österling & Christiansen, 2018).…”

Section: Category A: Research Focusing On Ck Beliefs and Attitudes An...mentioning

confidence: 99%

“…Data sharing statement: Data supporting the findings and conclusions are available upon request from the corresponding author. Avcu and Avcu (2010), Baki (2004), Bal (2014Bal ( , 2015, Bal and Doganay (2014), Bulbul et al (2020), Cetinkaya et al (2016), Cekmez (2020), Fadlelmula and Cakiroglu (2011), Gur (2013), Hidiroglu and Guzel (2013), Kandemir and Gur (2007)…”

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confidence: 99%

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Configuring the landscape of research on problem-solving in mathematics teacher education

Ron

Christiansen²,

Skog³

2022

INT ELECT J MATH ED

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The purpose of this study is to configure the landscape of empirical mathematics educational research on problem-solving in teacher education, and thereby disentangle how mathematical problem-solving is understood and used. The method consists of a configurative review of empirical mathematics education research on problem-solving in teacher education. A two-dimensional model is presented to illustrate how different aspects of problem-solving in teacher education are connected to and complement each other. Using the model, the configuration results in the proposition of four major categories of research on problem-solving in teacher education. The result indicates an almost equal distribution of research which views problem-solving as an aim for mathematics education versus research which views problem-solving as a means for learning mathematics. However, within the former, roughly three quarters of the articles focus on content knowledge, and only a quarter on pedagogical content knowledge. Implications for teacher education and future research are discussed.

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Section: Category A: Research Focusing On Ck Beliefs and Attitudes An...mentioning

confidence: 99%

mentioning

confidence: 99%

Configuring the landscape of research on problem-solving in mathematics teacher education

Ron

Christiansen²,

Skog³

2022

INT ELECT J MATH ED

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“…As a result, the number of research studies on mathematical modeling has tended to increase lately, and studies addressing mathematical modeling with respect to different aspects have started to be published in mathematics education (Blum & Ferri, 2009). With advancements in learning approaches and technology, we can come across modeling studies aiming at higher-order cognitive skills supported with technology (Çekmez, 2020;Lingefjärd, 2013;Siller & Greefrath, 2010).…”

Section: And Hencementioning

confidence: 99%

“…Another reason urging mathematics educators to research mathematical modeling is anxiety stemming from the inefficiency of traditional methods and problem-solving activities in ensuring the use of students' mathematical knowledge and thinking skills in real life (Mousoulides et al, 2008). The inadequacy of routine problems in developing problem-solving skills (Blum & Niss, 1991;English & Watters, 2004;Henn, 2007;Lesh & Doerr, 2003) may have led researchers to focus on developing open-ended, non-routine, and real-life related mathematical modeling activities (Çekmez, 2020;Hickendorff, 2013). Besides, the results of international comparative examinations such as TIMSS, PISA, and PIRLS, aiming to measure the extent to which students use the knowledge they learned at school in their daily lives, are discussed by people today, and countries have started revising their education system in line with these exams, which has increased the interest in mathematical modeling research the focus of which is real-life problems.…”

Section: Conclusion and Suggestionsmentioning

confidence: 99%

Review of Mathematical Modeling Research: A Descriptive Content Analysis Study

ÇETİN,

AYDIN,

BİLGİÇ

2024

Necatibey Eğitim Fakültesi Elektronik Fen Ve Matematik Eğitimi Dergisi

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Recently, mathematical models and modeling practices have become popular in associating mathematics with real-life problems and, hence understanding this relationship. Accordingly, the mathematical modeling skill has been adopted in the standards and by researchers. Understanding the use of mathematical modeling in the learning and teaching processes of mathematics education will contribute to the future of the field. This study aimed to review the trends in mathematical modeling literature using leading research studies. This study reviewed the various types of studies indexed in the Web of Science database between 2000 and 2021 regarding how they addressed modeling. As well as mathematical modeling approaches used, the studies were reviewed in terms of basic characteristics such as publication year, sample, and research method. We evaluated studies using a form developed by the researchers, and the study revealed an increase in the number of studies over the years, and the studies were conducted mostly with pre-service teachers. In addition, we observed that research studies employed mostly small samples to closely monitor the modeling process.

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“…The pedagogical use of mathematical software in secondary education promotes practice, establishes interactive environments for learning [72], facilitates the students' interpretation of relationships among functions and graphs [73,74], and helps students to understand complex concepts of arithmetic and algebra [75]. Therefore, the use of pedagogical software in mathematics promotes meaningful learning, provided that it is designed with appropriate cognitive parameters and that the teacher applies it with an effective teaching method [76].…”

Section: Ict Use By Mathematics Teachersmentioning

confidence: 99%

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

et al. 2020

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Currently, information and communication technology (ICT) has acquired an important role in education. The incorporation of ICT by mathematics teachers has been a challenge as it requires an improvement in their knowledge of the use of new technologies. We aimed to examine the most relevant items of the indicators related to teaching mathematics and ICT, to estimate the relationships between teachers individually and by clusters, and to analyze the incidence of age variables, teaching experience, and gender in this study. A total of 73 high school teachers were included in this cross-sectional study. A validated questionnaire was used to assess mathematics and teaching practice, use, resources, and domain of ICT. Principal component analysis (PCA) was applied to determine the associations among variables of the present study. The application of ICT to teaching was associated with the use of ICT resources in the classroom and indicated that teachers made more choice in selecting a variety of software than electing different hardware devices. Teachers combined technology with educational platforms to improve student learning in mathematics. The general perception of mathematics teachers about their digital competence does not match with models employed in the classroom. Gender was not an influencing factor.

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Using dynamic mathematics software to model a real-world phenomenon in the classroom

Cited by 5 publications

References 25 publications

Configuring the landscape of research on problem-solving in mathematics teacher education

Configuring the landscape of research on problem-solving in mathematics teacher education

Review of Mathematical Modeling Research: A Descriptive Content Analysis Study

The Training and Use of ICT in Teaching Perceptions of Melilla’s (Spain) Mathematics Teachers

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