Pre-service Teachers’ Sense-making of Mathematical Modelling Through a Design-Based Research Strategy

2020 ◽  
pp. 431-441
Author(s):  
Rina Durandt ◽  
Geoffrey V. Lautenbach
Keyword(s):  
Mathematical Modelling ◽  
Research Strategy ◽  
Sense Making ◽  
Design Based Research

scholarly journals The Mathematical Proficiency Promoted by Mathematical Modelling

2021 ◽  
Vol 4 (2) ◽  
pp. 107-131
Author(s):  
Priscila Dias Corrêa ◽  
Keyword(s):  
High School Students ◽  
Mathematical Modelling ◽  
Mathematics Teaching ◽  
Research Study ◽  
Mathematical Work ◽  
School Students ◽  
Design Based Research ◽  
Video Recordings ◽  
Mathematical Proficiency ◽  
Insight Into

This study aims to investigate the mathematical proficiency promoted by mathematical modelling tasks that require students to get involved in the processes of developing mathematical models, instead of just using known or given models. The research methodology is grounded on design-based research, and the classroom design framework is supported by complexity science underpinnings. The research intervention consists of high-school students, from a grade 11 mathematics course, aiming to solve four different modelling tasks in four distinct moments. Data was collected during the intervention from students’ written mathematical work and audio and video recordings, and from recall interviews after the intervention. Data analysis was conducted based on a model of mathematical proficiency and assisted by interpretive diagrams created for this research purpose. This research study offers insight into mathematics teaching by portraying how mathematical modelling tasks can be integrated into mathematics classes to promote students’ mathematical proficiency. The study discusses observed expressions and behaviours in students’ development of mathematical proficiency and suggests a relationship between mathematical modelling processes and the promotion of mathematical proficiency. The study also reveals that students develop mathematical proficiency, even when they do not come to full resolutions of modelling tasks, which emphasizes the relevance of learning processes, and not only of the products of these processes.

Gestural Articulations of Embodied Spatiality

2013 ◽  
Vol 5 (4) ◽  
pp. 17-47
Author(s):  
Lai Har Judy Lee ◽  
Yam San Chee
Keyword(s):  
Charged Particle ◽  
Charged Particles ◽  
Particle Dynamics ◽  
Frame Of Reference ◽  
Sense Making ◽  
Game Based Learning ◽  
Design Based Research ◽  
3D Game ◽  
Electric And Magnetic Fields ◽  
Game Environment

The work described in this paper is part of a design-based research involving the use of a game-based learning curriculum to foster students' understanding of physics concepts and principles governing the motion of charged particles in electric and magnetic fields. Students engaged in game-play and discussed the dynamics of the charged particles within the 3D game environment. The discussion sessions were video-recorded and an analysis was carried out on the gestures used by a group of students attempting to generalize their observations of the phenomena. The students’ gestures were analyzed to gain insights on their embodied sense-making of charged particle dynamics. The analysis showed that the students used gestures to (1) establish a shared frame of reference, (2) enact embodied game experience, and (3) enable the development of new understanding that surpasses their own existing vocabulary. Implications are discussed with regard to how teachers may take students’ gestures into account when facilitating the development of concepts with a strong visuo-spatial core.

Beyond the “student” position: Pursuing agency by drawing on learners’ life-worlds on an EAP course

2018 ◽  
Vol 8 (1) ◽  
pp. 115-131
Author(s):  
Riina Seppälä
Keyword(s):  
Higher Education ◽  
Real Life ◽  
Research Strategy ◽  
Learning Design ◽  
Design Based Research ◽  
Real Life Setting ◽  
Language Courses ◽  
Teacher Researcher ◽  
Cyclical Process ◽  
Education Courses

Abstract In today’s world, individuals should be able to maintain their expertise amidst constant changes. Thus, this type of agency should be supported in higher education. One approach for a teacher-researcher to examine supporting agency and how it manifests itself in higher education courses is through the learning design. In this article, learning design is defined as the planned course path and the way in which that path is enacted in the course in a real-life setting. Thus, the learning design of a blended EAP course is examined, with a focus on the course assignments in two different groups in two consecutive years. Different types of agency were assumed through the tasks and those types of agency were expressed in the learners’ completed texts. For example, tasks in which learners were positioned as traditional “students” presented problems in terms of the learners’ agency. Instead, tasks fostering the learners’ position as experts, their initiative and accountability to draw on their life-worlds were deemed to support the type of agency necessary and valuable for academic graduates. Design-based research strategy was employed to allow a cyclical process of developing the design based on the results of the previous cycle. It is hoped that the insights gained through the research might inform the planning of higher education language courses.

Mathematical modelling of metabolism

2000 ◽  
Vol 3 (3) ◽  
pp. 249-253 ◽  
Author(s):  
C Giersch
Keyword(s):  
Mathematical Modelling
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