scholarly journals Exploring the Task Types of Mathematical Modeling Applied to Elementary School

2019 ◽  
Vol 30 (1) ◽  
pp. 87-99
Author(s):  
Youngyoul Oh ◽  
박주경
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Task Types

Problem Posing and Solving with Mathematical Modeling

2005 ◽  
Vol 12 (3) ◽  
pp. 156-163 ◽  
Author(s):  
Lyn D. English ◽  
Jillian L. Fox ◽  
James J. Watters
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
School Children ◽  
Real World ◽  
Elementary School Children ◽  
Problem Posing ◽  
Model Complex ◽  
Complex Relationships

In recent years, we have introduced elementary school children to the powerful world of mathematical modeling. Models are used to interpret real-world situations in a mathematical format. For example, graphs and tables model complex relationships among various phenomena.

Building picture frames

2016 ◽  
Vol 23 (5) ◽  
pp. 274-277
Author(s):  
Stephanie Sluyter
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Elementary School Teachers ◽  
School Teachers ◽  
The World

This month's problem offers students an opportunity to determine where we find math in the world, interpret it, and engage in mathematical modeling. Each month, elementary school teachers are presented with a problem along with suggested instructional notes and asked to use the problem in their own classrooms and report solutions, strategies, reflections, and misconceptions to the journal audience.

scholarly journals EDUCAÇÃO AMBIENTAL MEDIANTE A MODELAGEM MATEMÁTICA DE RESÍDUOS SÓLIDOS PARA A SUPERAÇÃO DA CONSCIÊNCIA INGÊNUA

2021 ◽  
Vol 28 (2) ◽  
pp. 90
Author(s):  
Daniana de Costa ◽  
Edilson Pontarolo ◽  
Edival Sebastião Teixeira
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Content Analysis ◽  
Solid Waste ◽  
Secondary Data ◽  
Primary Data ◽  
Problem Situation ◽  
Santa Catarina ◽  
9Th Grade ◽  
Urban Solid Waste

Este artigo relata prática de Educação Ambiental desenvolvida em turmas do 9º ano do Ensino Fundamental de uma escola pública do oeste catarinense mediante atividades de Modelagem Matemática que abordaram o tratamento dos Resíduos Sólidos Urbanos (RSU). A professora de Matemática dessas turmas atuou como pesquisadora e, no decorrer das aulas, os dados foram coletados mediante diário de campo, os participantes responderam questionários semiestruturados e participaram de um grupo focal. A primeira atividade de Modelagem Matemática empregou dados secundários obtidos na empresa de coleta de resíduos sólidos da cidade, cabendo aos estudantes a resolução de uma situação-problema proposta pela professora. Para a realização da segunda atividade, os estudantes coletaram dados primários acerca dos RSU em suas próprias residências. Os dados obtidos foram submetidos à Análise de Conteúdo de Laurence Bardin. Conclui-se que as atividades permitiram o favorecimento de uma melhor compreensão da temática socioambiental integrada à aprendizagem conceitual da Matemática, o que pode colaborar para mudanças de percepções – quiçá outrora calcada em uma consciência ingênua sobre tal temática – e atitudes por parte dos estudantes no tocante ao meio ambiente.Palavras-chave: meio ambiente; ensino de Matemática; Ensino Fundamental; transversalidade; interdisciplinaridade.ENVIRONMENTAL EDUCATION BY SOLID WASTE MATHEMATIC MODELLING OF FOR THE OVERCOMING OF INGENE CONSCIOUSNESSThis paper reports the practice of Environmental Education developed in 9th-grade of elementary school classes at a public school in west of Santa Catarina through Mathematical Modeling activities that addressed the treatment of Urban Solid Waste (USW). The Mathematics teacher of these classes acted as a researcher and, during the classes, data were collected through a field diary, the participants answered semi-structured questionnaires and participated in a focus group. The first Mathematical Modeling activity used secondary data obtained from the solid waste collection company in the city, and the students were responsible for solving a problem-situation proposed by the teacher. To carry out the second activity, students collected primary data about USW in their own homes. The data obtained were submitted to Content Analysis by Laurence Bardin. It is concluded that the activities allowed for the promotion of a better understanding of the socio-environmental theme integrated to the conceptual learning of Mathematics, which can contribute to changes in perceptions - perhaps once based on a naive awareness of this theme - and attitudes on the part of students in the concerning the environment.Keywords: environment; Mathematics teaching; Elementary School. transversality; interdisciplinarity.EDUCACIÓN AMBIENTAL MEDIANTE MODELOS MATEMÁTICOS DE RESIDUOS SÓLIDOS PARA LA SUPERACIÓN DE LA CONCIENCIA INGENICAResumenEste artículo reporta la práctica de Educación Ambiental desarrollada en las clases de 9º grado de la escuela primaria de una escuela pública del occidente de Santa Catarina a través de actividades de Modelización Matemática que abordaron el tratamiento de Residuos Sólidos Urbanos (RSU). La profesora de las Matemáticas de estos grupos actuó como investigadora y, durante las clases, los datos fueron recolectados a través de un diario de campo, los participantes respondieron cuestionarios semiestructurados y participaron en un grupo focal. La primera actividad de Modelización Matemática utilizó datos secundarios obtenidos de la empresa de recolección de residuos sólidos de la ciudad, y los estudiantes fueron los responsables de resolver una situación-problema propuesta por el docente. Para realizar la segunda actividad, los alumnos recopilaron datos primarios sobre los RSU en sus propios hogares. Los datos obtenidos fueron analizados de acuerdo con la Content Analysis por Laurence Bardin. Se concluye que las actividades permitieron promover una mejor comprensión de la temática socioambiental integrada al aprendizaje conceptual de las Matemáticas, que puede contribuir a cambios en las percepciones - quizás alguna vez fundamentadas en una conciencia ingenua de esta temática - y actitudes sobre la parte de los estudiantes en lo concerniente al medio ambiente.Palabras clave: medio ambiente; enseñanza de Matematicas; Ciclo Basico de Secundaria; transversalidad; interdisciplinariedad. 

scholarly journals THE EFFECT OF SCAFFOLDING-BASED PROBLEM-BASED LEARNING APPROACHES TO IMPROVE MATHEMATICAL MODELING ABILITY OF ELEMENTARY SCHOOL STUDENTS

2020 ◽  
Vol 12 (1) ◽  
pp. 1
Author(s):  
Ariyanti Ariyanti ◽  
Neni Hermita
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Elementary School Students ◽  
Problem Based Learning ◽  
Mathematical Ability ◽  
Learning Approach ◽  
Learning Approaches ◽  
School Students ◽  
Quasi Experimental ◽  
And Control

This study aims to examine the improvement of mathematical modeling skills by using a problem-based learning approach based on scaffolding in elementary school students and to see the effect of the interaction between the learning approaches applied (PBL-based scaffolding and conventional) and the students' initial mathematical ability to improve mathematical modeling abilities. This research was conducted in 3 elementary schools located in the city of Bandung with the number of research subject classes consisting of 2 classes namely the experimental class and the control class. Experimental class getting learning with problem based learning approach based on scaffolding and control class getting conventional learning.The research design uses Quasi-Experimental design with pre-posttest design. The results showed that the increase in mathematical modeling skills in students who were given learning with PBL based on scaffolding was higher than students who were taught conventionally and there was an influence of interaction between the learning approaches applied (PBL based on scaffolding and conventional) and the students' initial mathematical ability towards increasing mathematical modeling ability.

scholarly journals Tecnologias como recurso semiótico no desenvolvimento de atividades de Modelagem Matemática

2018 ◽  
Vol 2 (3) ◽  
pp. 362
Author(s):  
Karina Alessandra Pessoa da Silva ◽  
Paulo Henrique Hideki Araki ◽  
Adriana Helena Borssoi
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Mathematics Education ◽  
Qualitative Analysis ◽  
Ninth Grade ◽  
Problem Situation ◽  
The North ◽  
Semiotic Resources ◽  
Investigative Activity

Resumo: Neste artigo apresentamos resultados de uma pesquisa em que buscamos evidenciar como a tecnologia se configura como recurso semiótico no desenvolvimento de uma atividade de modelagem matemática. Para isso, nos fundamentamos na tecnologia como aliada no desenvolvimento de atividades de modelagem e na semiótica, mais precisamente, na abordagem dos recursos que proporcionam a produção de signos – os recursos semióticos. Por meio de uma análise qualitativa de cunho interpretativo de imagens e falas transcritas da atividade de modelagem desenvolvida em cinco momentos por uma turma de nono ano do Ensino Fundamental de uma escola do norte do Paraná, evidenciamos que a tecnologia se configurou como recurso semiótico, em certa medida, para possibilitar aos alunos examinar os princípios da situação-problema, definir o problema a ser investigado, visualizar o fenômeno mais de uma vez, produzir dados, visualizar o comportamento dos dados, proporcionando a obtenção, interpretação e validação de uma solução para o problema.Palavras-chave: Educação Matemática; Modelagem Matemática; Semiótica; Atividade experimental investigativa; Canhão de vórtex. Technologies as a semiotic resource in the development of Mathematical Modeling activitiesAbstract: In this paper we present results of a research in which we seek to show how technology is configured as a semiotic resource in the development of a mathematical modeling activity. We base on technology as an ally in the development of modeling activities and in semiotics, more precisely, in the approach of the resources that provide the production of signs - the semiotic resources. Through a qualitative analysis of images and transcribed speeches of the modeling activity developed in five moments by a ninth grade class of the Elementary School of a school in the north of Paraná, we show that the technology has been configured as a semiotic resource in to investigate the principles of the problem situation, to define the problem to be investigated, to visualize the phenomenon more than once, to produce data, to visualize the behavior of the data, and to obtain, interpret and validate a solution for the problem.Keywords: Mathematics Education; Mathematical Modeling; Semiotic; Experimental investigative activity; Vortex cannon. 

Teaching Realistic Mathematical Modeling in the Elementary School: A Teaching Experiment With Fifth Graders

1997 ◽  
Vol 28 (5) ◽  
pp. 577-601
Author(s):  
Lieven Verschaffel ◽  
Erik De Corte
Keyword(s):  
Mathematical Modeling ◽  
Elementary School ◽  
Present Article ◽  
Real World ◽  
Word Problems ◽  
Fifth Graders ◽  
Teaching Experiment ◽  
Classroom Culture ◽  
World Knowledge ◽  
Transfer Effects

Recent research has convincingly documented elementary school children's tendency to neglect real-world knowledge and realistic considerations during mathematical modeling of word problems in school arithmetic. The present article describes the design and the results of an exploratory teaching experiment carried out to test the hypothesis that it is feasible to develop in pupils a disposition toward (more) realistic mathematical modeling. This goal is achieved by immersing them in a classroom culture in which word problems are conceived as exercises in mathematical modeling, with a focus on the assumptions and the appropriateness of the model underlying any proposed solution. The learning and transfer effects of an experimental class of 10-and 11-year-old pupils—compared to the results in two control classes—provide support for the hypothesis that it is possible to develop in elementary school pupils a disposition toward (more) realistic mathematical modeling.

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