What is Mathematical Modelling?

Barbosa, Jonei Cerqueira

doi:10.1533/9780857099549.5.227

Cited by 14 publications

(10 citation statements)

References 1 publication

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“…Model, sürecin sonundaki ürünü ifade ederken modelleme bir durumun fiziksel, sembolik ya da soyut modelini oluşturma sürecini ifade etmektedir (Sriraman, 2006). Alan yazında genel olarak matematiksel modelleme, gerçek hayat durumlarının matematiksel temsillerle ifade edilmesi süreci şeklinde tanımlanmaktadır (Blum, 2002;Gravemeijer, 2002;Barbosa, 2003;Blum ve Borromeo Ferri 2009). Çok daha karmaşık döngüsel modellerle gösterilebilen (Borromeo Ferri, 2006) matematiksel modelleme sürecinin basit bir modeli aşağıdaki şekilde verilmiştir.…”

Section: Matematiksel Modellemeunclassified

The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study

Aztekin

Şener

2015

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Section: Matematiksel Modellemeunclassified

The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study

Aztekin

Şener

2015

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“…Otros autores son menos explícitos al definir lo que es un modelo (Barbosa, 2003;Blomhøj, 2004), aunque, como apunta Schmidt (2010), la concreción en la definición depende de los objetivos que se le atribuyen a la modelización:…”

Section: La Modelización Matemática En El Contexto De Las Competenciasunclassified

Mathematical Competence of Students in the Context of a Modelling : Oil and Water

Ares¹,

Blanco

Portugal

2023

RELIME

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RESUMENEl presente artículo describe los resultados fundamentales de una investigación centrada en la modelización matemática y el uso del modelo obtenido en un contexto cercano a la realidad. Los alumnos obtienen un modelo, que toma la forma de una función, y lo aplican para contestar preguntas contextualizadas en un hipotético problema del mundo real, lo que aproxima la experiencia a las recomendaciones de la OECD y PISA sobre la resolución de problemas. En este trabajo se intenta comprobar el uso de competencias matemáticas de los alumnos asociadas al modelo obtenido. ABSTRACTThis article describes the results of a basic research focused on mathematical modelling and the use of the obtained model in the near reality context. Students obtained a model, a function, and apply it to answer questions located within a real world problem, which approximates the experience to the recommendations of the OECD/PISA problem solving. This work intended to assess the acquisition of math skills of students associated with the model obtained. RESUMOEste artigo descreve os resultados de uma pesquisa básica focada em modelagem matemática e uso do modelo obtido no contexto próximo a realidade. Os estudantes ganham um modelo de trabalho e aplicá-lo a responder perguntas localizadas dentro de um problema do mundo real, que se aproxima a experiência para as recomendações da resolução de problemas PISA da OECD. Este trabalho procura avaliar a aquisição de habilidades matemáticas dos alunos associados ao modelo obtida. PALABRAS CLAVE:-Modelización matemática -Funciones -Competencias -Enseñanza Secundaria

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“…With the aim to enable learners to intervene in this reality aligns this strategy to the cognitivist theory of learning to be discussed in sections which will follow. From the view of Barbosa (2003) a model is a construction of a mathematical artefact in a learning environment emerging when students are tasked to inquire and/or explore by means of mathematical situations arising in other areas of knowledge. According to Abramowitz and Stegun (1968) the importance of a model is to describe behaviour qualitatively or quantitatively.…”

Section: Mathematical Modelmentioning

confidence: 99%

Use of Angle Model to Understand Addition and Subtraction of Fractions

Mukwambo

Ngcoza

Ramasike

2018

Pedagogical Research

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Learners in lower primary and even some in upper primary grades grapple to perform mathematical operations which involve fractions. Failure to solve these mathematical operations creates a gap in the teaching and learning processes of mathematics. We opine that this is attributed to use of traditional mathematical approaches of teaching and learning (TMATL) of operations of fraction. With the hope of engaging the reformed mathematical approach of teaching and learning (RMATL) this study investigated the following: How can trainee teachers use the angle model in RMATL operations of fractions? What are the perceptions of trainee teachers in the use of the angle model which engages RMATL to teach the operations of fractions? With the goal to fill the mentioned gap in which learners struggle to perform operations involving fractions, we observed and analysed worksheets on operation with fractions students wrote. Observations and interviews with trainee teachers of lower primary revealed poor performance in problems related to operations with fractions. Observed patterns supported by cognitivism revealed that invented methods or strategies on which RMATL is anchored are suitable enough to engage learner-centred teaching and learning which can prevent the abstractness of the concept of operations with fractions.

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What is Mathematical Modelling?

Cited by 14 publications

References 1 publication

The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study

The Content Analysis of Mathematical Modelling Studies in Turkey: A Meta-synthesis Study

Mathematical Competence of Students in the Context of a Modelling : Oil and Water

Use of Angle Model to Understand Addition and Subtraction of Fractions

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