Perceptions of Pre-Service Teachers Regarding the Model Eliciting Activities

2021 ◽  
pp. 180-199
Author(s):  
Yasemin Saglam Kaya
Keyword(s):  
Mathematical Modelling ◽  
Mathematics Teachers ◽  
Group Work ◽  
Real Life ◽  
Faculty Members ◽  
Model Eliciting Activities ◽  
Life Context ◽  
Modelling Problem

This study aims to examine the perceptions of pre-service mathematics teachers about mathematical modelling activities. Participants of the study comprised 23 pre-service mathematics teachers who undertook a course on mathematical modelling. A 12-hour mathematical modelling course revealed the perceptions of participants. After it, the participants found/developed a modelling problem and explained why they evaluated it as a model eliciting activity (MEA). MEA found/developed by participants were examined by taking the principles of developing MEA into consideration. Results showed that many participants considered having more than one solution, the principle based on real-life context, and suitability for group work for MEA. The participants did not focus on the model documentation principle. Based on this result, faculty members can help pre-service teachers by using activities that can be considered appropriate for this principle in modelling education.

scholarly journals Learning Mathematics Through Mathematical Modelling Processes Within Sports Day Activity

2020 ◽  
Vol 10 (2) ◽  
pp. 105-114
Author(s):  
Sakon Tangkawsakul ◽  
Nuttapat Mookda ◽  
Weerawat Thaikam
Keyword(s):  
Mathematical Modelling ◽  
Mathematical Models ◽  
Mathematics Teachers ◽  
Mathematical Knowledge ◽  
Real Life ◽  
Knowledge And Skills ◽  
School Sports ◽  
Learning Mathematics ◽  
The One ◽  
Modelling Task

In this study, we adapted the school sports day to provide opportunities to relate real-life situations with mathematical knowledge and skills. The purpose of this study was to describe the way that the teachers interact with their students and the students’ responses during mathematical modelling processes. The designing of the modelling task was inspired by the Realistic Fermi Problems about the bleacher in the school sports day. The modelling task was designed by a collaboration of mathematics teachers and educators and experimented with 10th-grade students. Each experiment lasted for 45 minutes and was conducted in the one-day camp with 45 students. The results showed that the students who had no previous experience of mathematical modelling engaged in mathematical modelling processes with their friends under the guidance and supporting of the teacher. Most of them were able to think, make assumptions, collect data, observe, make conjectures and create mathematical models to understand and solve the modelling task.   

scholarly journals Design principles to consider when student teachers are expected to learn mathematical modelling

Pythagoras ◽  
2021 ◽  
Vol 42 (1) ◽  
Author(s):  
Rina Durandt
Keyword(s):  
Mathematical Modelling ◽  
Student Teachers ◽  
Mathematics Teachers ◽  
Formal Education ◽  
Real Life ◽  
Design Principles ◽  
Mixed Data ◽  
Cyclic Process ◽  
Positive Attitudes ◽  
Modelling Cycle

This article sets out design principles to consider when student mathematics teachers are expected to learn mathematical modelling during their formal education. Blum and Leiß’s modelling cycle provided the theoretical framework to explain the modelling process. Learning to teach mathematical modelling, and learning to solve modelling tasks, while simultaneously fostering positive attitudes, is not easy to achieve. The inclusion of real-life examples and applications is regarded as an essential component in mathematics curricula worldwide, but it largely depends on mathematics teachers who are well prepared to teach modelling. The cyclic process of design-based research was implemented to identify key elements that ought to be considered when mathematical modelling is incorporated in formal education. Fifty-five third-year student teachers from a public university in South Africa participated in the study. Three phases were implemented, focusing firstly on relevance (guided by a needs analysis), secondly on consistency and practicality via the design and implementation of two iterations, and lastly on effectiveness by means of reflective analysis and evaluation. Mixed data were collected via a selection of qualitative instruments, and the Attitudes Towards Mathematical Modelling Inventory. Through content analyses students’ progress was monitored. Results analysed through SPSS showed significant positive changes in their enjoyment and motivation towards mathematical modelling. Student teachers require sufficient resources and opportunities through their formal education to participate regularly in mathematical modelling activities, to develop competence in solving modelling tasks, and to augment positive attitudes. This study adds value to the global discussion related to teachers’ professional development regarding mathematical modelling.

scholarly journals MODELLING OF MATHEMATICAL PROCESSES AS A SCIENTIFIC COGNITION IN HIGH SCHOOL

2020 ◽  
Vol 3 ◽  
pp. 516
Author(s):  
Austra Reihenova
Keyword(s):  
Mathematical Modelling ◽  
Real Life ◽  
Theoretical Models ◽  
Learning Approaches ◽  
Systemic Thinking ◽  
Scientific Cognition ◽  
Scientific Disciplines ◽  
Diverse Learning ◽  
Complex Process ◽  
Life Context

The topicality of the article relates to the use of modelling in a real, complicated and complex process, with the need to forecast the progress and results of the occurrence. Article problem: In school, the focus is on building theoretical models, without real-life context. In real life, the problems are interdisciplinary, more difficult to define than in the theoretical model. The student should be able to transfer knowledge and concepts from one learning discipline in which he can deal with the problem to another. Mathematical modelling offers opportunities to connect and use knowledge from different disciplines. The aim of the article is to stimulate interest in the use of diverse learning approaches and forms, on the learning of mathematics as science, on its application in other scientific disciplines to address problems, on mathematics as a form of systemic thinking and on mathematical modelling as a learning method. The study used student test papers and open-ended questionnaires to collect data. The research used data triangulation method for data processing.  

Language Through Communicative Activities in Upper-Level Students (Case Study: “Turgut Ozal” High School Tirane)

2019 ◽  
Vol 5 (2) ◽  
pp. 19
Author(s):  
İsa Erbaş ◽  
MA Xhensika Vengo
Keyword(s):  
High School ◽  
Language Acquisition ◽  
Group Work ◽  
Teaching And Learning ◽  
English Language ◽  
Lesson Plan ◽  
Real Life ◽  
Life Context ◽  
Communicative Approach ◽  
Communicative Activities

This study focuses on teaching and learning the English language through communicative activities and real-life context. Well-known scholars present the communicative approach as an effective in the process of language acquisition. This study examines problems that students encounter the most and the obstacles to language acquisition, such as problems with idioms, vocabulary, and grammar. This study also analyses some of communicative activities and instructions how to make these activities parts of their lesson plan, such as role plays, interviews, discussion and group work that have as a main focus teaching the English language inductively. The students and teachers were asked at “Turgut Ozal” High School of Tirana to complete the survey questionnaire related to communicative activities. The students and teachers gave their opinions related to the challenges that students encounter to participate in these activities. The results of the survey show that how much the students want to participate and learn the English language through communication, to talk about topics of interest and real-life context. Key words: Teaching, learning, communicative approach, role play, discussion, group work, and interview

scholarly journals An exploratory survey of undergraduate nursing students’ experiences of group work within a Problem-Based Curriculum

Curationis ◽  
2002 ◽  
Vol 25 (4) ◽  
Author(s):  
P. Brysiewicz ◽  
R. Cassimjee ◽  
P. Mclnerney
Keyword(s):  
Nursing Students ◽  
Group Work ◽  
Real Life ◽  
Clinical Settings ◽  
Group Discussions ◽  
Undergraduate Nursing Students ◽  
Undergraduate Nursing ◽  
Learner Centered ◽  
Life Problems ◽  
Small Group Discussions

Problem-based Learning is a learner-centered approach to education which encourages student participation and group work in the learning process. This method of selfdirected learning is facilitated by the use of small-group discussions. This being the case, it is important for groups to function effectively in order for this learning to occur. These small groups are guided by a facilitator and utilize real-life problems from the clinical settings.

scholarly journals Junior high school mathematics teachers’ knowledge in calculators

2020 ◽  
Vol 5 (1) ◽  
pp. 80-93
Author(s):  
Isaac Bengre Taley ◽  
Matilda Sarpong Adusei
Keyword(s):  
High School ◽  
High School Students ◽  
Mathematics Teachers ◽  
Junior High School ◽  
Junior High ◽  
Real Life ◽  
School Mathematics ◽  
High School Mathematics ◽  
School Students ◽  
High School Mathematics Teachers

Helping junior high school students to use calculators and computers for problem solving and investigating real-life situations is an objective of the junior high school mathematics curriculum in Ghana. Ironically, there is a technological drought in junior high school mathematics instruction in Ghana, with a suspicion that mathematics teachers’ competency in the use of calculators for teaching may be the source of this lack of use. This study sought to establish a correlation between junior high school mathematics teachers’ competence and the motivation supporting the use of calculators in teaching.  A descriptive survey comprising of a test and questionnaire was used to collect data from junior high school mathematics teachers in an educational district in Ghana. Teacher characteristics such as educational attainment, age, and gender in relation to teachers’ competency in the use of calculators were discussed in the study. The results showed that about 70% of the teachers exhibited a low level of calculator competence. Besides, novice teachers outperformed expert teachers in the calculator competency-based test. Additionally, mathematics teachers’ enthusiasm for using calculators in teaching was directly associated with the teachers’ level of competency. The findings may send a signal to stakeholders in their efforts to revising the Ghana JHS curriculum in order to actualize the curriculum desire for the integration of technology in the teaching and learning of JHS mathematics.

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