Tracing the emergence of modelling routines during model-eliciting activities

2021 ◽  
pp. 1-19
Author(s):  
Juhaina Awawdeh Shahbari ◽  
Michal Tabach
Keyword(s):  
Model Eliciting Activities

Model-Eliciting Activities: A Research-Based Method for Inquiry Learning and Professional Development in the Engineering Classroom

2008 ◽  
Author(s):  
Tamara J. Moore
Keyword(s):  
Complex Systems ◽  
Student Development ◽  
Engineering Problem ◽  
First Year ◽  
Foundation Engineering ◽  
Underrepresented Populations ◽  
Model Eliciting Activities ◽  
Engineering Problems ◽  
The Given ◽  
Mathematics And Science

Attracting students to engineering is a challenge. In addition, ABET requires that engineering graduates be able to work on multi-disciplinary teams and apply mathematics and science when solving engineering problems. One manner of integrating teamwork and engineering contexts in a first-year foundation engineering course is through the use of Model-Eliciting Activities (MEAs) — realistic, client-driven problems based on the models and modeling theoretical framework. A Model-Eliciting Activity (MEA) is a real-world client-driven problem. The solution of an MEA requires the use of one or more mathematical or engineering concepts that are unspecified by the problem — students must make new sense of their existing knowledge and understandings to formulate a generalizable mathematical model that can be used by the client to solve the given and similar problems. An MEA creates an environment in which skills beyond mathematical abilities are valued because the focus is not on the use of prescribed equations and algorithms but on the use of a broader spectrum of skills required for effective engineering problem-solving. Carefully constructed MEAs can begin to prepare students to communicate and work effectively in teams; to adopt and adapt conceptual tools; to construct, describe, and explain complex systems; and to cope with complex systems. MEAs provide a learning environment that is tailored to a more diverse population than typical engineering course experiences as they allow students with different backgrounds and values to emerge as talented, and that adapting these types of activities to engineering courses has the potential to go beyond “filling the gaps” to “opening doors” to women and underrepresented populations in engineering. Further, MEAs provide evidence of student development in regards to ABET standards. Through NSF-funded grants, multiple MEAs have been developed and implemented with a MSE-flavored nanotechnology theme. This paper will focus on the content, implementation, and student results of one of these MEAs.

Assessing affect after mathematical problem solving tasks

2012 ◽  
Vol 29 (1) ◽  
pp. 69-85 ◽  
Author(s):  
Scott A. Chamberlin ◽  
Robert A. Powers
Keyword(s):  
Principal Component Analysis ◽  
Problem Solving ◽  
Mathematical Problem ◽  
Gifted Students ◽  
Principal Component ◽  
Component Analysis ◽  
Mathematical Problem Solving ◽  
Model Eliciting Activities

The focus of the article is the validation of an instrument to assess gifted students’ affect after mathematical problem solving tasks. Participants were 225 students identified by their district as gifted in grades four to six. The Chamberlin Affective Instrument for Mathematical Problem Solving was used to assess feelings, emotions, and dispositions after students solved model-eliciting activities in groups of three. Through the use of principal component analysis, it was determined that three factors should be retained. The instrument holds promise because it may be used to assess affect, which has implications for identification and curricular adjustments to optimize affect.

scholarly journals IMPLEMENTATION OF MODEL-ELICITING ACTIVITIES TO IMPROVE THE ABILITY OF MATHEMATICAL PROBLEM SOLVING

2018 ◽  
Vol 1 (3) ◽  
pp. 312 ◽  
Author(s):  
Rubaitun Rubaitun
Keyword(s):  
Problem Solving ◽  
Mathematical Problem ◽  
Mathematical Problem Solving ◽  
Homogeneity Test ◽  
Problem Solving Skills ◽  
Normality Test ◽  
Model Eliciting Activities ◽  
Class Viii ◽  
And Control ◽  
Better Than

This study aims to determine whether the improvement of students' mathematical problem solving skills that get the learning of Model-Eliciting Activities is better than students who get regular learning. Method in this research is experiment and research design pretest and postest in experiment and control class. The population in this study were all students of MTs Kota Cimahi. School samples were taken at random, and obtained by MTs Negeri Kota Cimahi. Then the sample is selected two class VIII at random class. The experimental class uses Model-Eliciting Activities, while the control class uses ordinary learning. The hypothesis in this research is the improvement of student solving abilities of MTs students in Cimahi whose learning using Model-Eliciting Activities is better than using ordinary learning. Research data obtained through the instrument of posttest mathematical problem solving ability. The posttest data is processed by normality test, homogeneity test, and two average difference test using SPSS (Statistical Product and Service Solution) software version 16.0 for Windows. The results showed that the improvement of problem solving ability of MTs students in Cimahi whose learning using Model-Eliciting Activities was better than those using ordinary learning.

scholarly journals Pengaruh meas berbantuan geogebra terhadap kemampuan pemahaman konsep dan disposisi matematika siswa

2021 ◽  
Vol 10 (2) ◽  
pp. 243
Author(s):  
Made Dwi Savitri ◽  
I Gusti Putu Sudiarta ◽  
Sariyasa Sariyasa
Keyword(s):  
Random Sampling ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Model Eliciting Activities ◽  
Wilks Lambda ◽  
Post Test ◽  
Cluster Random Sampling

<p class="JRPMAbstrakTitle">Abstrak</p>Penelitian ini bertujuan untuk mengetahui apakah pendekatan Model Eliciting Activities (MEAs) berbantuan Geogebra berpengaruh terhadap kemampuan pemahaman konsep  dan disposisi matematika siswa. Penelitian ini merupakan eksperimen dengan post-test only control group design pada populasi yang terdiri 132 siswa kelas VIII SMP Taman Pendidikan 45 Denpasar yang tersebar dalam 4 kelas. Penarikan sampel menggunakan cluster random sampling  dan ditetapkan kelas VIIIA dan VIIIC sebagai sampel penelitian. Data  penelitian berupa data pemahaman konsep dan disposisi matematika dikumpulkan masing-masing dengan tes uraian dan angket yang selanjutnya dianalisis dengan Uji Manova dengan taraf signifikansi 5%. Hasil analisis data menunjukan bahwa  nilai F dari uji wilks lambda sama dengan 5,656, dengan nilai signifikansi 0,023. Jika nilai signifikansi 0,023 dibandingkan dengan alpha 0,05, maka nilai tersebut jauh lebih kecil, sehingga dapat diputuskan Ho ditolak. Oleh karena itu, hasil eksperimen ini menunjukkan bahwa Pendekatan MEAs berbantuan Geogebra berpengaruh terhadap kemampuan pemahaman konsep dan disposisi matematika siswa.

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