scholarly journals Creativity in students’ modelling competencies: conceptualisation and measurement

2021 ◽  
Author(s):  
Xiaoli Lu ◽  
Gabriele Kaiser
Keyword(s):  
Mathematical Modelling ◽  
School Level ◽  
Multiple Dimensions ◽  
Complex Process ◽  
New Instrument ◽  
Secondary School Level ◽  
Study Support ◽  
Modelling Competencies ◽  
Modelling Process ◽  
Modelling Problems

AbstractModelling competencies are currently included in numerous curricula worldwide and are generally accepted as a complex, process-oriented construct. Therefore, effective measurement should include multiple dimensions, like the sub-competencies required throughout the modelling process. Departing from the characteristics of modelling problems as open and often underdetermined real-world problems, we propose to enrich the current conceptualisation of mathematical modelling competencies by including creativity, which plays an important role in numerous phases of the mathematical modelling process but has scarcely been considered in modelling discourse. In the study described in this paper, a new instrument for the evaluation of this enriched construct has been developed and implemented. The modelling competencies incorporating creativity of the students were evaluated based on the adequacy of the models and the modelling processes proposed, and the appropriateness and completeness of the approaches were evaluated in detail. Adapting measurement approaches for creativity that have been developed in the problem-solving discourse, certain criteria of creativity were selected to evaluate the creativity of the students’ approaches in tackling modelling problems—namely, usefulness, fluency, and originality. The empirical study was conducted among 107 Chinese students at the upper secondary school level, who attended a modelling camp and independently solved three complex modelling problems. The results reveal significant correlations between fluency and originality in students’ performances across all tasks; however, the relationships between usefulness and the other two creativity aspects were not consistent. Overall, the results of the study support the importance of the inclusion of creativity in the construct of modelling competencies.

scholarly journals Bone Formation: Biological Aspects and Modelling Problems

2005 ◽  
Vol 6 (1) ◽  
pp. 41-55 ◽  
Author(s):  
Miguel A. Herrero ◽  
José M. López
Keyword(s):  
Bone Formation ◽  
Mathematical Modelling ◽  
Mathematical Analysis ◽  
Open Questions ◽  
Complex Process ◽  
Biological Aspects ◽  
The Many ◽  
Modelling Problems

In this work we succintly review the main features of bone formation in vertebrates. Out of the many aspects of this exceedingly complex process, some particular stages are selected for which mathematical modelling appears as both feasible and desirable. In this way, a number of open questions are formulated whose study seems to require interaction among mathematical analysis and biological experimentation.

Analisis Kemampuan Penalaran Matematis Mahasiswa Calon Guru Matematika Sebagai Kajian Evaluasi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Hanifah Nurus Sopiany
Keyword(s):  
High School Students ◽  
Secondary School ◽  
Mathematical Reasoning ◽  
Mathematics Learning ◽  
Good Reason ◽  
School Level ◽  
Real Analysis ◽  
Reasoning Ability ◽  
School Students ◽  
Secondary School Level

Penalaran matematis menggunakan pola pikir logis dalam menganalisa suatu masalah yang nanti pada akhirnya akan ditandai dengan aktivitas menyimpulkan atas masalah tersebut. Seseorang yang memiliki penalaran yang baik, tentunya akan berhati-hati dalam bertindak dan memutuskan sesuatu. Materi-materi pada kalkulus merupakan materi yang ada pada tingkat sekolah menengah yang nantinya menjadi lahan mengajar mahasiswa calon guru matematika S-1. Kemampuan penalaran yang dikaji mempengaruhi pembelajaran mahasiswa kedepannya karena berlaku pada matakuliah lanjut, contohnya pada kemampuan pembuktian akan selalu digunakan pada matakuliah persamaan diferensial, struktur aljabar, analisis  vektor, analisis real, dll. Sedangkan sebagai calon guru yang nantinya mengajar pada tingkat sekolah menengah, maka kemampuan penalaran ini menjadi salah satu capaian pembelajaran matematika bagi siswa sekolah menengah, maka oleh karena itu guru yang mengajarnya haruslah memiliki kemampuan penalaran yang baik. Analisis kesalahan sangat penting untuk melakukan evaluasi dan refleksi pada struktur soal maupun pada perlakuan dalam pembelajaran dalam upaya memperbaiki kemampuan penalarannya.   Mathematical reasoning uses a logical mindset in analyzing a problem that will eventually be marked by concluding activity on the problem. Someone who has good reason, will certainly be careful in acting and deciding something. The material content on the calculus is the material that exists at the secondary school level which will become the field of teaching the prospective master of math teacher bachelor. The reasoning ability studied influences student learning in the future as it applies to advanced courses, for example in the ability of proof will always be used in the course of differential equations, algebraic structure, vector analysis, real analysis, etc. While as a teacher candidate who will teach at the secondary school level, then this reasoning ability becomes one of the achievements of mathematics learning for high school students, therefore teachers who teach it must have good reasoning ability. Error analysis is very important to evaluate and reflect on the problem structure as well as on the treatment in learning in order to improve the reasoning ability.

The utility of non-formal education in addressing the school dropout phenomenon : a case study of Asifundeni Secondary School in Makonde District Zimbabwe

2020 ◽  
Vol 1 (3) ◽  
pp. 41-69
Author(s):  
Francis Muchenje ◽  
◽  
Pedzisai Goronga
Keyword(s):  
Secondary School ◽  
Formal Education ◽  
Sampling Technique ◽  
School Dropout ◽  
School Level ◽  
Research Approach ◽  
Community Members ◽  
Group Discussions ◽  
Secondary School Level

The study sought to explore students' views on the utility of non-formal education in addressing the school dropout phenomenon at secondary school level. Qualitative research approach was adopted and a case study design was utilised. The population consisted of all the students in the non-formal programme at the school from which a sample of 11 students (2 male and 9 female) was selected through purposive stratified sampling technique. Data were gathered through structured in-depth interviews and focus group discussions. Non-formal education was seen to address the school dropout phenomenon by providing school drop outs with an opportunity to continue their education and hence becomes a form of empowerment. A number of challenges such as lack of adequate tuition in some subjects, lack of conducive learning environment as well as negative perception of non-formal education held by pupils in the formal stream and community members were identified. The study recommends that the Ministry of Primary and Secondary Education should review the staffing situation in schools to ensure the availability of teachers in the various subjects in the non-formal stream. Schools should make an effort to provide appropriate learning facilities for students in the nonformal stream. Furthermore, schools should conscientise their communities on the importance of non-formal education.

scholarly journals Simple and efficient modifications of well known techniques for reliable growth of high-quality crystals of small bioorganic molecules

2014 ◽  
Vol 47 (4) ◽  
pp. 1435-1442 ◽  
Author(s):  
Denis A. Rychkov ◽  
Sergey G. Arkhipov ◽  
Elena V. Boldyreva
Keyword(s):  
Amino Acids ◽  
Secondary School ◽  
Organic Molecules ◽  
Poor Quality ◽  
Chemical Degradation ◽  
School Level ◽  
Chemistry Curriculum ◽  
High Quality ◽  
Small Organic Molecules ◽  
Secondary School Level

A number of modifications to traditional techniques are suggested in order to overcome problems that frequently arise when growing crystals from solution. These improvements, and their combination, help to avoid problems such as poor nucleation, the spontaneous precipitation of many poor-quality small powder-like crystals, crystals adhering to the crystallization vessel or to each other, and chemical degradation of the solution. The proposed techniques can be used to crystallize desirable metastable polymorphs reliably. None of the suggested methods demands the usage of any special or expensive equipment, or specific skills, and they can be implemented in the chemistry curriculum even at secondary school level. Examples are given for the crystallization of small organic molecules such as carboxylic acids, amino acids, pharmaceuticals etc., but the same techniques are applicable to other classes of compound.

Homework Emotion Management at the Secondary School Level: Antecedents and Homework Completion

2011 ◽  
Vol 113 (3) ◽  
pp. 529-560 ◽  
Author(s):  
Jianzhong Xu
Keyword(s):  
Emotion Regulation ◽  
Secondary School ◽  
Emotion Management ◽  
School Level ◽  
Individual Student ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Class Level ◽  
Secondary School Level ◽  
Homework Completion

Background/Context For many children, doing homework becomes an emotionally charged event and one of the most disappointing aspects of school life. It is surprising to note, however, that homework emotion management is noticeably absent from much contemporary homework literature. Purpose The primary propose of the present study was to propose and test empirical models of variables posited to predict homework emotion management at the secondary school level, with the models informed by (a) research and theory on emotion regulation and (b) findings from homework research that alluded to a number of factors that may influence homework emotion management. Another purpose of the present study was to examine whether homework emotion management is related to homework completion, one of the major outcome variables in the homework process. Research Design The study reported here used cross-sectional survey data. The participants were 1,895 students from 111 classes in the southeastern United States, including 1,046 eighth graders from 63 classes and 849 11th graders from 48 classes. Results Results from the multilevel analyses revealed that most of the variance in homework emotion management occurred at the student level, with grade level appearing as the only significant predictor at the class level. At the student level, the variation in homework emotion management was positively associated with teacher feedback, peer-oriented reasons for doing homework, arranging the environment, managing time, and monitoring motivation. Girls reported statistically significant higher scores in managing homework emotion than did boys. Follow-up analyses further revealed that homework emotion management was positively associated with homework completion. Conclusion As most of the variance in homework emotion management occurred at the student level rather than at the class level, homework emotion management was largely a function of individual student characteristics and experiences. The present study further suggests that monitoring motivation and managing time play a predominant role in homework emotion management (compared with other variables included in the present study). Consequently, there is a critical need to conceptualize these variables in the process of emotion regulation in general, and in homework emotion management in particular. In addition, there is a critical need for secondary schools to strategically engage students in the homework process to better manage their emotion while doing homework.

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